Journal articles: 'Biology Education, Secondary'

1

Nehm, Ross H., and Rebecca Young. "“Sex Hormones” in Secondary School Biology Textbooks." Science & Education 17, no. 10 (April 1, 2008): 1175–90. http://dx.doi.org/10.1007/s11191-008-9137-7.

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Šorgo, Andrej, and Andreja Špernjak. "BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 317–32. http://dx.doi.org/10.33225/jbse/20.19.317.

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In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

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Chinwe, Nwagbo, and Chilee Gloria. "Biology Laboratory Material Resources Utilization in Colleges of Education: Implications for Curriculum Delivery in Nigerian Secondary Schools." Global Journal For Research Analysis 3, no. 4 (June 15, 2012): 1–3. http://dx.doi.org/10.15373/22778160/apr2014/1.

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Namuddu, K. "Teaching and Learning Biology in Secondary Schools in Kenya." Studies in Science Education 17, no. 1 (January 1989): 57–98. http://dx.doi.org/10.1080/03057268908559974.

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Welford, A. G., and J. F. Donnelly. "Biology in the secondary science curriculum." Journal of Biological Education 23, no. 3 (September 1989): 208–12. http://dx.doi.org/10.1080/00219266.1989.9655069.

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İsfəndiyar qızı Sadıqova, Günay, and İlhamə Əlixan qızı Quliyeva. "Physical education secondary schools, relations sports, preschool military and biology." SCIENTIFIC WORK 15, no. 3 (March 24, 2021): 43–45. http://dx.doi.org/10.36719/2663-4619/64/43-45.

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Sport not only makes us healthier, but also gives us a sense of self-confidence. In general, we become more energetic with an active lifestyle, which affects the rejuvenation of cells and metabolism. While some people consider sports to be a duty to protect their health, there are also people who believe that sport is a form of entertainment, because there are many sports that do not require much physical effort. There are no barriers to exercise for a person who is really worried about his health. Healthy upbringing of young people, equipping schoolchildren with medical knowledge has not lost its relevance today as the main task of pedagogical staff. Because our independent republic must be governed by healthy, well-developed and ready young people. By conducting research on the teaching of sports knowledge to students in the teaching of biology, it is to study its content, possibilities, directions, forms and methods, optimal forms of organization, ways and effective work system. Key words: sports lessons, health, anatomy, teaching process, extracurricular, interest, favorable conditions, application of new learning technologies, quality of education, family, educational institutions, secondary schools, universities

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김호진 and KwakDaeOh. "Need Assessment on In-Service Education for Secondary School Biology Teachers." Journal of Research in Curriculum Instruction 13, no. 4 (December 2009): 755–71. http://dx.doi.org/10.24231/rici.2009.13.4.755.

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Kragten, Marco, Wilfried Admiraal, and Gert Rijlaarsdam. "Students’ Ability to Solve Process-diagram Problems in Secondary Biology Education." Journal of Biological Education 49, no. 1 (April 4, 2014): 91–103. http://dx.doi.org/10.1080/00219266.2014.888363.

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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.

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McComas, William F., and John E. Penick. "Exemplary Programs in Secondary School Biology." American Biology Teacher 51, no. 3 (March 1, 1989): 137–41. http://dx.doi.org/10.2307/4448879.

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Poland, J. L. "Physiology course for secondary school biology teachers." Advances in Physiology Education 262, no. 6 (June 1992): S15. http://dx.doi.org/10.1152/advances.1992.262.6.s15.

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The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.

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Enzingmüller, Carolin, and Helmut Prechtl. "Constructing Graphs in Biology Class: Secondary Biology Teachers’ Beliefs, Motivation, and Self-Reported Practices." International Journal of Science and Mathematics Education 19, no. 1 (May 3, 2019): 1–19. http://dx.doi.org/10.1007/s10763-019-09975-2.

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Khrypunova, Tetiana. "Molecular Biology and Genetics Teaching at Different Levels of Education." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 293–97. http://dx.doi.org/10.26693/jmbs05.05.293.

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This article is focused on mapping out the form and extent of education of genetics and molecular biology in high schools in Czech Republic and impact of liberalization of education compared to education in Slovac Republic, where education is partly liberalized, and Ukraine, where education is centralized. We have evaluated the available literature, subjective satisfaction of students and retrospective evaluation from absolvents of adequacy of education according to further studies on universities or colleges. In this article we concentrated on gymnasiums and lyceums, because genetics and molecular biology is taught (as separate disciplines) in these types of school and relevant part of students continue studying them in colleges and universities. Among the students of universities who answered the questions of our questionnaire were students of the biological, biochemical and medical faculties, because they were the ones who continue to study these subjects in universities. Material and methods. Our research was based on studying the available literature concerning current legislation of the selected countries (mainly the difference between education systems of countries), as well as surveys among middle and high school students, university students and secondary school teachers in the form of a questionnaire. We are aware of the fact that the amount of data we have obtained in the research is not entirely sufficient to create a picture of the overall situation, but we hope that the obtained data will still provide some insight into the situation as a whole. According to collected data we have divided taught topics into several categories: depending on the extent and depth of immersion in the topic of teaching; the degree to which they are understandable to students; and the degree to which the topics are sufficient for further study at universities. We compared the results of the above countries and outlined the relationship between them. Conclusion. We noted several changes that had occurred in education under the influence of the liberalization

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Aivelo, Tuomas, and Anna Uitto. "Genetic determinism in the Finnish upper secondary school biology textbooks." Nordic Studies in Science Education 11, no. 2 (May 26, 2015): 139–52. http://dx.doi.org/10.5617/nordina.2042.

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Genetics is a fast-developing field and it has been argued that genetics education is lagging behind. Genetics education has, for example, been suspected of indoctrinating strong genetic determinism. As the updating of the national upper secondary school curricula is about to start, we decided to study how the current curriculum manifests in Finnish biology textbooks. We studied the main four textbooks for historical gene models and definitions of genes using content analysis. Hybrid models were pervasive in textbooks. The textbooks expressed sometimes even strong genetic determinism, which might be linked to the dominance of older historical models in the textbooks. We also found instances of determinism which we call ‘weak determinism’: genes were depicted as more important factor than environment in relation to the expressed properties. Subsequently, there were no modern gene models found. We suggest gene models should be presented explicitly to reduce misconceptions about genes. We argue that genetics education needs to take more into account than environmental effects and there needs to be more emphasis on the temporal and developmental aspect of genotype-phenotype link. Specifically in Finland this could be done by a more explicit formulation of the national curriculum.

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Drobyk, N. M., M. M. Barna, L. S. Barna, V. Z. Kurant, and A. I. Herts. "ХІМІКО-БІОЛОГІЧНИЙ ФАКУЛЬТЕТ ТЕРНОПІЛЬСЬКОГО НАЦІОНАЛЬНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ВОЛОДИМИРА ГНАТЮКА: ІСТОРІЯ, СЬОГОДЕННЯ, ПЕРСПЕКТИВИ (до 80-річчя заснування)." Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 79, no. 1-2 (May 6, 2020): 119–27. http://dx.doi.org/10.25128/2078-2357.20.1-2.17.

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The facts and figures related to the 80-year history of formation and development of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University are provided. The main stages of foundation, development of the faculty, achievements of the teaching staff in educational and research work are highlighted. The structural elements of the faculty are characterized: the department of botany and zoology, general biology and methods of instruction of natural sciences, chemistry and methods of its teaching, laboratory of biology and ecology “Holytskyi botany and entomology preserve of the university", agrobiological laboratory, “Educational laboratory of morphology and systematics of plants - herbarium”, educational and methodical room “Zoological Museum”, laboratory of ecobiotechnologies and basics of health, laboratory of experimental biology, Botanical Garden, within which the Biblical Botanical Garden was launched in 2019. The following qualifications and majors are enlisted, in particular: bachelor’s degree - 014 Secondary education (Biology), 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 202 Plant protection and quarantine; master’s degree - 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 091 Biology, 102 Chemistry. Considerable attention is paid to scientific work, in particular research laboratories: cytoembryology, plant physiology and microbiology, ecological biochemistry, comparative biochemistry and molecular biology, ecology and biotechnology, ecotoxicology and bioindication, chemistry of unsaturated compounds, as well as scientific and methodological center of natural sciences. It should be emphasized that the faculty creates ample opportunities for postgraduate work, and PhD studies both TNPU-based and in other educational and scientific institutions, as well as for scientific publications in «Scientific Notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology.» (category B) and “Scientific notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Chemistry ". Career counselling is an integral part of work carried out at the faculty. Prospects for further development of the faculty are outlined.

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Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

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Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is available online at: http://biologija.fnm.uni-mb.si/index.php?option=com_content&view=article&id=55&Itemid=7&lang=en

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Meis Friedrichsen, Patricia, and Thomas M. Dana. "Substantive-level theory of highly regarded secondary biology teachers' science teaching orientations." Journal of Research in Science Teaching 42, no. 2 (2005): 218–44. http://dx.doi.org/10.1002/tea.20046.

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Feldstein, Sharon M., and Michael S. Benner. "Assessing Outcomes of a Secondary-Postsecondary Partnership Model for Biology Education Outreach." American Biology Teacher 66, no. 2 (February 2004): 114–19. http://dx.doi.org/10.1662/0002-7685(2004)066[0114:aooasp]2.0.co;2.

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Feldstein, Sharon M., and Michael S. Benner. "Assessing Outcomes of a Secondary-Postsecondary Partnership Model for Biology Education Outreach." American Biology Teacher 66, no. 2 (February 1, 2004): 114–19. http://dx.doi.org/10.2307/4451636.

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Al-Shehri, Mohamad. "A proposed vision to achieve the requirements of professional development for biology teachers of the secondary stage in light of the Kingdom's Vision 2030." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 148–66. http://dx.doi.org/10.18844/cjes.v16i1.5517.

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This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers ’responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers. Key words: a proposed Perception- professional development- biology teachers - the secondary stage - the Kingdom’s vision. 2030.

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Ravanal Moreno, Eduardo, Francisco López-Cortés, and Elias Amórtegui Cedeño. "What do Chilean teachers believe and do when teaching Biology in Secondary Education?" Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 39, no. 1 (March 3, 2021): 157. http://dx.doi.org/10.5565/rev/ensciencias.3024.

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김복미, Kew-Cheol Shim, and Hwa-Jung Han. "Implications of Teacher Training for Pre-service Secondary Biology Teachersat the College of Education through Analysing the Examinationfor Appointing Secondary School Biology Teachers." BIOLOGY EDUCATION 44, no. 1 (March 2016): 179–89. http://dx.doi.org/10.15717/bioedu.2016.44.1.179.

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Ndeke, Grace C. W., Mark I. O. Okere, and Fred N. Keraro. "Secondary School Biology Teachers’ Perceptions of Scientific Creativity." Journal of Education and Learning 5, no. 1 (December 15, 2015): 31. http://dx.doi.org/10.5539/jel.v5n1p31.

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The purpose of this study was to investigate secondary school biology teachers’ perceptions of scientific creativity. Cross-sectional survey research design was employed. The population of the study comprised all biology teachers in public secondary schools in Kericho and Kajiado counties in Kenya. A sample of 205 biology teachers’ was selected from a population of 347 using proportionate random sampling technique. A Biology teachers’ questionnaire was used to collect data. Data were analyzed using descriptive statistics. The findings show that a high percentage of the biology teachers have correct perceptions of general creativity but only a small percentage have the correct perceptions of scientific creativity. The findings have also yielded valuable information that informs curriculum developers, teacher trainers and policy makers that the majority of teachers have inadequate perceptions of scientific creativity and this may influence their classroom practices. It is recommended that science teacher education programmes emphasize scientific creativity in their methodology courses to empower teachers to provide learning opportunities that would enhance learners’ creativity in science lessons. Curriculum developers also need to prepare curriculum materials that include more classroom activities that enhance scientific creativity.

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Hohenshell, Liesl M., and Brian Hand. "Writing‐to‐learn Strategies in Secondary School Cell Biology: A mixed method study." International Journal of Science Education 28, no. 2-3 (February 15, 2006): 261–89. http://dx.doi.org/10.1080/09500690500336965.

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Großschedl, Jörg, Daniela Mahler, Thilo Kleickmann, and Ute Harms. "Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities." International Journal of Science Education 36, no. 14 (June 6, 2014): 2335–66. http://dx.doi.org/10.1080/09500693.2014.923949.

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SMITH, LEIGH K., JOSEPH H. HANKS, and LYNNETTE B. ERICKSON. "Secondary Biology Textbooks and National Standards for English Learners." Science Education 101, no. 2 (January 31, 2017): 302–32. http://dx.doi.org/10.1002/sce.21265.

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Ongowo, Richard Owino, and Francis Chisakwa Indoshi. "Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations." Creative Education 04, no. 11 (2013): 713–17. http://dx.doi.org/10.4236/ce.2013.411101.

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Janštová, Vanda, and Andrej Šorgo. "EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL." Journal of Baltic Science Education 18, no. 5 (October 12, 2019): 748–67. http://dx.doi.org/10.33225/jbse/19.18.748.

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Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self–efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version. Keywords: biology motivation questionnaire, questionnaire modification, EFA, secondary school students.

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Semilarski, Helin, Anne Laius, and Miia Rannikmäe. "DEVELOPMENT OF ESTONIAN UPPER SECONDARY SCHOOL STUDENTS’ BIOLOGICAL CONCEPTUAL UNDERSTANDING AND COMPETENCES." Journal of Baltic Science Education 18, no. 6 (December 12, 2019): 955–70. http://dx.doi.org/10.33225/jbse/19.18.955.

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The main aim of this research was to measure 10th and 12th grade students’ biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students’ conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students' during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students’ biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills. Keywords: achievement levels, biology education, competences development, conceptual understanding, empirical research.

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Semenov, Aleksandr Alekseevich, and Hirofumi Saito. "Formation and development of school biological education in modern Russia." Samara Journal of Science 7, no. 3 (August 15, 2018): 339–43. http://dx.doi.org/10.17816/snv201873309.

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Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.

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Lazarowitz, R., A. Dreyfus, and E. Jungwirth. "Consonances and dissonances between student teachers and co-operative teachers in secondary school biology." Research in Education 36, no. 1 (November 1986): 27–38. http://dx.doi.org/10.1177/003452378603600104.

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Sharpe, R., and I. Abrahams. "Secondary school students’ attitudes to practical work in biology, chemistry and physics in England." Research in Science & Technological Education 38, no. 1 (April 3, 2019): 84–104. http://dx.doi.org/10.1080/02635143.2019.1597696.

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Friedrichsen, Patricia J., and Ellen Barnett. "Negotiating the meaning ofNext Generation Science Standardsin a secondary biology teacher professional learning community." Journal of Research in Science Teaching 55, no. 7 (August 29, 2018): 999–1025. http://dx.doi.org/10.1002/tea.21472.

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Uitto, Anna, Pirkko Kärnä, and Riikka Hakonen. "Relationship between the Working Methods and Lower Secondary School Students’ Performance and Attitudes towards Biology." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 263–78. http://dx.doi.org/10.31129/lumat.v1i3.1105.

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The contribution of different working methods and learning environments to grade nine students’ performance in biology as well as their attitudes towards biology as school subject were studied. The research is based on the data collected for the assessment in natural sciences at comprehensive schools by the Finnish Board of Education in 2011. The survey data of the present study consisted of 2989 ninth grade students from 97 comprehensive schools. Students’ performance in biology was clearly correlated with the positive attitude towards biology as a school subject. There were strong correlations between the performance and teaching approaches, which emphasize students’ activity in experimental investigations, making observations, pondering of causes and effects as well as applying knowledge to everyday live. These inquiry-oriented approaches correlated also with the positive attitude towards biology. There were also correlations between positive attitude to biology and teacher-led conversations, pondering of different viewpoints, taking account of students’ opinions and ideas in teaching and the methods emphasizing students’ autonomy and self-evaluation. Positive attitude correlated also with the teaching approach, by which students received information about the development, structures and mechanisms of the world. Directed teaching did not correlate with the performance in biology or the positive attitude towards biology. To enhance students’ performance and positive attitudes in biology, it would be important use experimental work and inquiry-based learning in biology education.

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Yang, Daihu, and Minghui Zhou. "EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ IMAGES AND OPINIONS OF THE BIOLOGIST." Journal of Baltic Science Education 16, no. 6 (December 15, 2017): 855–72. http://dx.doi.org/10.33225/jbse/17.16.855.

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In the past decades much research on the image of the scientist has been conducted, but the image of the specific scientist who does biological work, namely, the biologist, is under researched. Without this aspect of research school biology education may operate nowhere near to promoting the growth of students’ appropriate image of the biologist. Drawing on previous approach, this research presents students’ images of the biologist by administering a Draw Biologist Test (DBT) to 121 lower-secondary school students from the 7th, 8th and 9th grades. Findings indicate that when compared with the images elsewhere, the lower-secondary school students exhibit similar patterns regarding gender, teamwork and general attitude, but tend to include more descriptors of white lab coat, tidy hairstyle, microscope, other ethnicities, serious looking, practical activities and indoor contexts, fewer descriptors of knowledge and technology symbols and less gloomy side of biological work. It is suggested that school biology education should mitigate the gendered image of the biologist, duly expose students to more theoretical and outdoor biological activities, value cooperation and collaboration as well as transform students’ positive attitude into future engagements. Key words: lower-secondary school, Draw Biologist Test, image of biologist, educational implications.

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Lock, Roger. "Animals and the teaching of biology/science in secondary schools." Journal of Biological Education 27, no. 2 (June 1993): 112–14. http://dx.doi.org/10.1080/00219266.1993.9655316.

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Adigun, Olufemi Timothy, and Dumisani R. Nzima. "The predictive influence of gender, onset of deafness and academic self-efficacy on the attitudes of deaf learners towards Biology." South African Journal of Education 41, no. 2 (May 31, 2021): 1–11. http://dx.doi.org/10.15700/saje.v41n2a1894.

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In the study reported on here we examined the attitudes of deaf learners towards biology in Ibadan, Nigeria. Forty-one deaf learners (28 males; 13 females) in the Secondary School II science classes from 3 government-funded secondary schools for the deaf were purposively selected for the study. In the study we adopted a descriptive survey research design of the correlational type. Four research questions were raised and answered. A structured questionnaire, “Deaf Learners and Biology Questionnaire” with a reliability coefficient of 0.81, was used for data collection. Data were analysed with descriptive statistics and inferential statistics of Pearson product moment correlation, multiple regression and t-test at 0.05 level of significance. There was a positively significant relationship between academic self-efficacy and the attitudes of deaf learners towards biology (r = 0.511; p < 0.05); a significant but negative relationship between gender and the attitudes of deaf learners towards biology (r = 0.15; p < 0.05). No significant relationship between the onset of deafness and the attitudes of deaf learners towards biology (r = 0.810; p > 0.05) was observed. A total of 58.1% of the variance of the independent variables accounted for the attitudes towards biology among deaf learners who participated in the study. We conclude that academic self-efficacy has a great effect on the attitude of deaf learners towards biology. Gender contributes to and is inversely proportional to learners’ disposition towards biology. In light of the findings, appropriate recommendations are made.

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Borisenko, Elena Yuryevna, Evgeniya Nikolaevna Maksimova, Nataliya Viktorovna Makarkina, and Dmitri Evgenyevich Gavrikov. "Features of biology education research organization in schools." Samara Journal of Science 10, no. 1 (March 1, 2021): 302–7. http://dx.doi.org/10.17816/snv2021101304.

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The paper discusses the features of school biology education research organization in the context of the implementation of the Federal State Educational Standard of General Secondary Education. It is shown that the specificity of Biology as a school subject provides enormous opportunities to research activities for schoolchildren. It contributes to the results that comply with the Federal State Educational Standard, improves critical thinking and learning ability developing. This study shows the most common areas of biological research presented at school scientific conferences and olympiads of various levels. New and rarely used topics are proposed for education research in Botany, Zoology, Human Anatomy and their subsections. When choosing topics for their studies, authors recommend taking into account the students interests, age, ability to complete the research within a relatively short time at school or in other education organizations, scientific relevance and usefulness for the participants and regional approach. It is stated that the organization of theoretical and experimental research should be based on the scientific logic, which will improve students research abilities. The paper reveals typical problems of teachers associated with the choice of research topics, problem statement and choice of methods for studying natural objects.

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Brinkman, Fred, and Jan Mulder. "Mushrooms and the Cycle of Life: integrating literature and biology in secondary teacher education." European Journal of Teacher Education 19, no. 2 (January 1996): 181–91. http://dx.doi.org/10.1080/0261976960190208.

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Thiele, Rodney B., Grady J. Venville, and David F. Treagust. "A comparative analysis of analogies in secondary biology and chemistry textbooks used in Australian schools." Research in Science Education 25, no. 2 (June 1995): 221–30. http://dx.doi.org/10.1007/bf02356453.

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Yli-Panula, Eija, Eila Jeronen, Piia Lemmetty, and Anna Pauna. "Teaching Methods in Biology Promoting Biodiversity Education." Sustainability 10, no. 10 (October 22, 2018): 3812. http://dx.doi.org/10.3390/su10103812.

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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.

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Laine, Erkka, Marjaana Veermans, Andreas Gegenfurtner, and Koen Veermans. "Individual interest and learning in secondary school STEM education." Frontline Learning Research 8, no. 2 (April 29, 2020): 90–108. http://dx.doi.org/10.14786/flr.v8i2.461.

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Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.

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Billingsley, Berry, and Mehdi Nassaji. "Secondary School Students’ Reasoning About Science and Personhood." Science & Education 30, no. 4 (April 13, 2021): 967–91. http://dx.doi.org/10.1007/s11191-021-00199-x.

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AbstractScientific advances, particularly in evolutionary biology, genetics, neuroscience and artificial intelligence, present many challenges to religious and popular notions of personhood. This paper reports the first large-scale study on students’ beliefs about the interactions between science and widely held beliefs about personhood. The paper presents findings from a questionnaire survey (n = 530) administered to English secondary school students (age 15–16) in which their beliefs and concepts regarding personhood and the position of science were investigated. The survey was motivated in part by an interview study and a previous, smaller survey which revealed that many students struggle to reconcile their beliefs with what they suppose science to say and also that some have reluctantly dismissed the soul as a ‘nice story’ which is incompatible with scientific facts. The results from this larger-scale survey indicate that a majority of the students believe in some form of soul. Even so, and regardless of whether or not they identified themselves as religious, most students expressed a belief that human persons cannot be fully explained scientifically, a position that some students perceived as a partial rejection of what it means to hold a scientific worldview.

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McComas, William F., and Lisa S. Moore. "The Expectancy Effect in Secondary School Biology Laboratory Instruction." American Biology Teacher 63, no. 4 (April 2001): 246–52. http://dx.doi.org/10.1662/0002-7685(2001)063[0246:teeiss]2.0.co;2.

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Balcombe, Jonathan. "Animals & Society Courses: A Growing Trend in Post-Secondary Education." Society & Animals 7, no. 3 (1999): 229–40. http://dx.doi.org/10.1163/156853099x00103.

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A survey of college courses addressing nonhuman animal ethics and welfare issues indicates that the presence of such courses has increased greatly since a prior survey was done in 1983. This paper provides titles and affiliations of 67 of 89 courses from the current survey. These courses represent 15 academic fields, and a majority are entirely devoted to animal issues. The fields of animal science and philosophy are proportionally well represented compared with biology and wildlife-related fields. An estimated 5000 or more North American students are now receiving instruction in these issues each year. While the availability of courses in animal issues is still sporadic, it is unprecedentedly high and seen as an important component of changing social values toward nonhuman animals.

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Gobaw, Getachew Fetahi, and Harrison Ifeanyichukwu Atagana. "THE RELATIONSHIP BETWEEN STUDENTS’ BIOLOGY LABORATORY SKILL PERFORMANCE AND THEIR COURSE ACHIEVEMENT." Problems of Education in the 21st Century 72, no. 1 (August 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.72.06.

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The focus of this research study was to investigate the relationship between students’ prior achievement in higher education entrance examination score and their course achievement in undergraduate biology program. It also examined the relationship between students’ high school and college preparatory school biology laboratory experience and their undergraduate biology laboratory skill performance. A correlational study was used. The sample consisted of 55 third year undergraduate biology students. The findings of the study showed that there is significant and positive linear correlation between students’ competences in practical skills and performance in higher education entrance examination scores. There is a significant and a positively linear relationship between the students’ cumulative grade point average (CGPA) with higher education entrance exam scores and biology laboratory skill test score. However, laboratory skill performance test score was not correlated with students’ high school laboratory background and sex. The findings implicated that the Ministry of Education should foster secondary high schools and college preparatory schools to put greater efforts at preparing undergraduate admitted students for students’ better outcome and their retention in universities. Key words: high school achievement, practical skill test, undergraduate biology.

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Ibrahim, Almukarramah, Gunawan, Mohd Isha Awang, and Marwan. "PELAKSANAAN PENDEKATAN INTEGRATIF DALAM MENINGKATKAN PEMBELAJARAN IPA-BIOLOGI PADA SEKOLAH MENENGAH PERTAMA ACEH INDONESIA." Visipena Journal 11, no. 1 (June 29, 2020): 116–31. http://dx.doi.org/10.46244/visipena.v11i1.1087.

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The authority of the Aceh government in giving birth to a Madani Islamic community based on the Islamic Sharia in the Serambi Mecca through the primary and secondary education channels, it is necessary to integrate Islamic values in all subjects in schools, including the Natural Sciences (IPA) Biology. The problem in conventional teaching and learning approaches for science subjects (Biology) has nothing to do with knowledge of the Quran and Hadith which is the capital for integrating science and technology. This research aims to study the implementation of teaching and learning (Biology) which integrates Islamic values in Middle School (SMP). Specific aspects that are studied are comparing conventional approaches with Islamic group approaches in Natural Sciences (Biology) in the classroom using experimental designs, with the structure of biology tests. The research sample consisted of 123 middle school students and the data were analyzed using statistical tests to determine the average value of the two classes. The results of data analysis show that learning outcomes in natural science (Biology) education are enhanced through an integrative approach to Islam. Multi-way interaction patterns include the ability to ask and answer questions of teachers and peers. Therefore, the integrative approach to Islam in the Natural Sciences (Biology) curriculum needs to be improved and fully applied in general high schools in Aceh. The Aceh Education Office must take this reference for implementing an integrative approach to Islam in all subjects in secondary schools to build a civil society that is obedient to God in the area of Islamic law. Abstrak Otoritas pemerintah Aceh dalam melahirkan komunitas Islam Madani berdasarkan Syariah Islam di Serambi Mekah melalui saluran pendidikan dasar dan menengah, perlu untuk mengintegrasikan nilai-nilai Islam dalam semua mata pelajaran di sekolah, termasuk Ilmu Pengetahuan Alam (IPA) ) Biologi. Masalah dalam pendekatan pengajaran dan pembelajaran konvensional untuk mata pelajaran sains (Biologi) tidak ada hubungannya dengan pengetahuan tentang Quran dan Hadits yang merupakan modal untuk mengintegrasikan sains dan teknologi. Penelitian ini bertujuan untuk mempelajari implementasi pengajaran dan pembelajaran (Biologi) yang mengintegrasikan nilai-nilai Islam di Sekolah Menengah (SMP). Aspek khusus yang dipelajari adalah membandingkan pendekatan konvensional dengan pendekatan kelompok Islam dalam Ilmu Pengetahuan Alam (Biologi) di kelas menggunakan desain eksperimental, dengan struktur tes biologi. Sampel penelitian terdiri dari 123 siswa sekolah menengah dan data dianalisis menggunakan tes statistik untuk menentukan nilai rata-rata kedua kelas. Hasil analisis data menunjukkan bahwa hasil belajar dalam pendidikan ilmu alam (Biologi) ditingkatkan melalui pendekatan integratif ke Islam. Pola interaksi multi-arah meliputi kemampuan untuk bertanya dan menjawab pertanyaan dari guru dan teman sebaya. Karena itu, pendekatan integratif terhadap Islam dalam kurikulum Ilmu Pengetahuan Alam (Biologi) perlu ditingkatkan dan diterapkan sepenuhnya di sekolah menengah umum di Aceh. Kantor Pendidikan Aceh harus mengambil referensi ini untuk menerapkan pendekatan integratif terhadap Islam di semua mata pelajaran di sekolah menengah untuk membangun masyarakat sipil yang taat kepada Tuhan di bidang hukum Islam. Kata Kunci: pendekatan integratif, nilai-nilai islam, pengajaran, materi ilmu biologi

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Da-Silva, Consuelo, Vicente Mellado, Constantino Ruiz, and Rafael Porlán. "Evolution of the conceptions of a secondary education biology teacher: Longitudinal analysis using cognitive maps." Science Education 91, no. 3 (May 2007): 461–91. http://dx.doi.org/10.1002/sce.20183.

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Marina, Antonina Vasilyevna, Irina Nikolaevna Selina, Ekaterina Mikhailovna Churapina, and Anna Serezhaevna Shahzadyan. "A comparative analysis of Biology books included in the Federal list of school textbooks (2018) for grades 5–7." Samara Journal of Science 9, no. 4 (November 30, 2020): 312–16. http://dx.doi.org/10.17816/snv202094308.

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The paper discusses one of the most important issues for educational process organization while teaching Biology at secondary school educational and methodological support and its main component a course book. The authors prove the urgency of this problem as school teachers face a great choice of Biology course books. The paper also contains a brief overview how the notion course book developed in Russia. The authors have given a modern interpretation of the notion course book taking into account the Federal State Educational Standards of General Education. Particular attention is paid to considering the structure of the course book. The specificity of a Biology course book for secondary schools is characterized. The authors have also revealed some variability of Biology course books for 57 grades of secondary schools in modern conditions when there are two federal lists of school textbooks. The reasons for the existing difficulties in the choice of a Biology course book by school Biology teachers are revealed. Particular attention is paid to the criteria for a comparative analysis of the content of Biology course books for secondary schools. The authors have also revealed a degree of completeness of Biology courses with various components for grades 57. The presented materials can be used by school teachers while teaching a Biology course at a secondary school.

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Rao, Dhawaleswar C. H., and Sujan Kumar Saha. "An Immersive Learning Platform for Efficient Biology Learning of Secondary School-Level Students." Journal of Educational Computing Research 57, no. 7 (June 25, 2019): 1671–94. http://dx.doi.org/10.1177/0735633119854031.

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Immersive learning is one of the leading trends in education. Immersive learning uses a simulated or artificial environment for a better learning experience. Design of intelligent learning platform and motivating content development is one key aspect of immersive learning. In this article, we propose an intelligent computer-assisted learning platform that helps school-level students in self-learning. Specifically, the proposed platform focuses on biology learning. The learning platform performs several tasks including automatic identification of important terms and concepts, identification of questionable sentences, visualization of key concepts through relevant images, and conducting a mock test for confidence building. Various techniques have been adopted for the development of the individual functionalities. Working of the individual modules is evaluated by two human experts. In addition, in an individual-level learning setup, the platform is used by 50 Class IX students for studying a module. They provided feedback on the system through a questionnaire. Both the human expert-based and questionnaire-based evaluation results demonstrate that the platform offers satisfactory performance.

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Journal articles on the topic 'Biology Education, Secondary'

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