Relevant bibliographies by topics / Biology Higher Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Biology Higher Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Biology Higher Education"

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diki, diki. "Creativity for Learning Biology in Higher Education." LUX 3, no. 1 (November 13, 2013): 1–12. http://dx.doi.org/10.5642/lux.201303.03.

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Cox, F. E. G. "Molecular biology in schools, higher education, and afterwards." Journal of Biological Education 23, no. 1 (March 1989): 9–11. http://dx.doi.org/10.1080/00219266.1989.9655016.

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Smith, Debbie. "Issues and trends in higher education biology fieldwork." Journal of Biological Education 39, no. 1 (December 2004): 6–10. http://dx.doi.org/10.1080/00219266.2004.9655946.

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Parisky, Alex, and Rachel Boulay. "Designing and Developing Open Education Resources in Higher Education: A Molecular Biology Project." International Journal of Technology, Knowledge, and Society 9, no. 2 (2013): 145–55. http://dx.doi.org/10.18848/1832-3669/cgp/v09i02/56376.

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Pratiwi, Essy Dian, Mohammad Masykuri, and Murni Ramli. "Active Learning Strategy on Higher Education Biology Learning: A Systematic Review." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 6, no. 1 (June 29, 2021): 75–86. http://dx.doi.org/10.24042/tadris.v6i1.7345.

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Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.
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Downie, Roger, and Lynne Alexander. "The use of animals in biology teaching in higher education." Journal of Biological Education 23, no. 2 (June 1989): 103–11. http://dx.doi.org/10.1080/00219266.1989.9655041.

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Edessa, Sutuma. "IMPACTS OF INSUFFICIENT INSTRUCTIONAL MATERIALS AND HIGHER EDUCATION SYSTEMS IN TEACHING BIOLOGY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (December 25, 2016): 114–21. http://dx.doi.org/10.48127/gu-nse/16.13.114.

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The research was conducted on the impacts of insufficient instructional materials and higher education systems of teaching biology on the qualification of graduates as outputs. Data collection methods were through variables of in-depth interview questions and face-to-face observations, whereas both quantitative and qualitative methods were employed to analyze evidences comparatively. Data sources were graduates of biology of different universities, who joined the post graduate diploma in teaching (PGDT) teachers training program of Addis Ababa University to be biology teachers, and evidences were gathered while the trainees were attaining the course biology teaching methods. Interview questions were distributed to 200 trainees and respondents provided their judgments both in written or oral forms. The face-to-face observations were conducted on 20 of the trainees while conducting the tasks of biology teaching methods using observation checklists. As a result, the impacts of the insufficient instructional materials and higher education systems were accounted for 56.83% and impacts on competence of the graduates of biology in performing expected biological tasks were accounted for 71% that made learners at an average 63.915% unsuccessful. The research was concluded with great divorce of theory and practice due to the impacts of insufficient inputs of instructional materials and poor education systems, in which graduates ended with incompetence and joblessness. Keywords: biology teaching, instructional materials, higher education.
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Chaldanbaeva, Aigul, Aida Madieva, and Aydin Zhaanbaeva. "PRACTICE-ORIENTED TEACHING TECHNOLOGIES BIOLOGIES IN HIGHER EDUCATION INSTITUTION." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 31–39. http://dx.doi.org/10.17015/aas.2020.201.04.

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This article is devoted to the problem of implementing the competency-based approach to the educational process of the university in the preparation of future biology teachers. The authors consider practice-oriented pedagogical technologies that contribute to the formation of subject competencies: problem-based learning technology, project-based learning technology, discussion technology, media technology, game technology (business, role-playing, simulation games), case technology (situation analysis), portfolio technology , quasi-professional technologies. Their use in the process of professional training of a biology teacher gives the learning process a productive character, increases the motivation, independence and activity of students in the course of educational activities. In addition, the ways of creating the conditions for the use of educational technologies in the practice of variably preparing a biology teacher through the organization of various forms of practice- oriented students' activities aimed at the formation of subject competencies are considered.
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Marbach-Ad, Gili, and Phillip G. Sokolove. "Can undergraduate biology students learn to ask higher level questions?" Journal of Research in Science Teaching 37, no. 8 (2000): 854–70. http://dx.doi.org/10.1002/1098-2736(200010)37:8<854::aid-tea6>3.0.co;2-5.

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Edessa, Sutuma. "Impacts of insufficient instructional materials on teaching biology: Higher education systems in focus." Cypriot Journal of Educational Sciences 12, no. 1 (March 30, 2017): 02–08. http://dx.doi.org/10.18844/cjes.v12i1.267.

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The purpose of this study was to assess and determine impacts of insufficient instructional materials and ineffective lesson delivery methods on teaching in biology higher education. The participants of this study were 60 trainees who graduated in Bachelor of Sciences from eight public universities in majoring biology. Data for the study was collected while these trainees were attending the course of Biology Teaching Methods in the Post Graduate Diploma in Teaching, both in the regular and summer 2015/2016 training programs at Addis Ababa University. The study employs a mixed method design of both qualitative and quantitative data evaluations. Data was collected through classroom observations and interviews with the trainees. The findings indicated that insufficient instructional materials and ineffective teaching methods in higher education had negative impacts; that have affected the skills of performing biological tasks of graduates 71%. In the course of the Post Graduate Diploma in Teaching training, trainees were unsuccessful to conduct essential biological tasks expected from graduates of biology upon the completion of their undergraduate study program. The study was concluded with emphasis on the need to integrate theory and practice through using adequate instructional materials and proper teaching methods in the higher education biology teaching. Keywords: systems, instruction, materials, insufficient and soft data.
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Dissertations / Theses on the topic "Biology Higher Education"

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Leinweber, Chay. "A Retrospective Survey of College Biology Majors on the Effect of Educational Laboratory Practices and Outdoor Field Experiences on Degree Retention, Interest, and Motivation in Biology." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808769.

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The goal of this study is to determine where interest in biology is created, reinforced, or diminished in education. The online, Qualtrics created survey was launched on October first, 2017 until October twenty-fifth, 2017 to students enrolled as freshmen in the biology program, undergraduate seniors in the biology program, and graduate students of the biology program. There were 197 participants in all, and they were asked to respond retrospectively to a variety of questions dealing with their background, interest, and motivation in biology. Results from the survey questions were grouped and analyzed based on six research questions of the study and the hypotheses from these were supported, partially supported, or not supported. We determined that: (1) subjects' perceptions of hands-on lab classes, field work, outdoor experiences and research all helped push college students to pursue a college biology degree; (2) subjects did not attribute their decision to study the field of biology to their family members, but did attribute their decision to other significant people in their lives with strong biological experience, degrees, or expertise; (3) subjects did not believe that other content-related, nontraditional experiences such as STEM camps, community service opportunities, and research opportunities had a positive influence on their desire to go into biology or assisted them in learning in the college biology curriculum; (4) subjects believe that college courses with hands-on activities, classes with labs, field work, outdoor labs and undergraduate research will help them to succeed or persist in their college biology degree; (5) subjects believe that biology labs positively influence their self-confidence in biology and help them better perform in science; (6) subjects do not believe the best protocols in laboratories are inquiry-based, as compared to step-by-step methods.

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Carroll, William Thomas. "Factors related to the retention of biology knowledge in non-science college students." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.

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Reising, Matthew D. "Bridging Biology Lectures and Labs Through Higher-Order Thinking." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

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Barnard, Jane. "Factors affecting the use of computer assisted learning by further education biology teachers." Thesis, n.p, 1999. http://ethos.bl.uk/.

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Selepeng, Ditshupo Bonyana. "An investigation of intellectual growth in undergraduate biology students using the Perry scheme." Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/4405/.

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It has been the work of many science educators all over the world to try and design curricula that could help encourage intellectual growth in students. One influential work in this area was done by William Graves Perry, who managed to use students' own experiences to map out a scheme elaborating the different phases through which college students pass as they progress from year to year. This showed that students' thoughts develop from a state of basic dualism, where all is viewed as qualitative extremes without intermediates, to acknowledgement of multiplistic perspectives, through to recognition of the relativistic nature of knowledge. Perry suggests that instructors have to find out about their students' positions along this developmental continuum in order to carve around these proper support, encouragement, and challenges necessary for ensuring further development. Communication of expectations and aims of courses is also imperative. Research has shown that students' approach to learning is usually modelled around what they perceive as being expected of them. Perry's scheme is a suitable tool for ensuring this communication, because through it, students get to relay their expectations to the staff. Based on Perry's scheme, an attempt was made to develop a questionnaire that could be used for the investigation of intellectual growth in undergraduate biology students. This comprised of one section with opposing typical Perry 'A' (least advanced) and 'C' (most advanced) type statements, and a second free-response section where students had to justify their positions to given Perry 'A' and 'C' type statements. It was administered at universities of Botswana and Glasgow, Modified versions were also administered to pupils in two Glasgow High Schools and staff at the University of Glasgow. The aim was to find out if intellectual thought improved with progress from lower to higher educational levels and whether the staff's expectations matched those of students. The results from the two universities were also compared to find out if progress in the two universities followed the same pattern, and to see if Perry's scheme could be applied to students coming from totally different backgrounds.
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McCadden, Emily Rose. "Measuring Academic Performance and Learning Gains through Illustrative and Descriptive Notecards in an Undergraduate Human Biology Class for Nonmajors." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591384.

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Purpose: The purpose of this study was to explore the effectiveness of notecards, a study aid, on students’ learning in three sections of a non-majors undergraduate Human Biology course. Moreover, the effectiveness of illustrations as study aids was compared with the effectiveness of descriptions as study aids. Presently, there is not much research on this particular topic, but notecards are a quite common method of studying.

Hypothesis: It was expected that the use of notecards would be more beneficial to student learning than no use at all. Furthermore, it was expected that drawing illustrations would be more effective than writing definitions or descriptions.

Method: Three Human Biology courses taught by the same instructor took part in the study. One class acted as the control in which they did not complete notecards, while the other two courses completed three notecards per unit. Of the two classes, one class completed notecards by drawing illustrations while the other course completed notecards in which students were to write definitions or descriptions. Pre-tests and post-tests were given at the beginning of the semester and the end of the semester, respectively, to identify students’ overall knowledge retention and learning during the semester.

Results: The Paired t-test and Wilcoxon Signed-Rank test showed that there was a statistically significant difference of change scores between the pre-tests and post-tests within each group meaning all sections of the course learned. The Shapiro-Wilk’s test showed that data was normally distributed to continue the One-Way ANOVA tests. The results of the One-Way ANOVA showed that there was a statistically significant difference between all groups, and the Tukey post-hoc test pinpointed the statistical significance of the One-Way ANOVA between the illustration group and the control group. There was neither a statistically significant difference between the illustration group and the description group nor between the description group and the control group. The Effect Size was small-to-medium, ω = 0.044. The Kruskal-Wallis H test performed on the weekly assignment scores showed there was a statistically significant difference between groups. Dunn’s (1964) procedure with a Bonferroni correction for multiple comparisons showed that, generally, there was a statistically significant difference from the control group to the illustration group as well as from the control group to the description group, meaning students in the illustration group and the description group performed better on weekly assignments than the control group. The illustration group performed as well as the description group on weekly assignments. The weekly assignment and exam analysis compared average exam percentages and final exam percentages of each group to average assignment percentages to assess whether there were any certain notecard assignments, descriptive or illustrative, that led to different exam percentages between groups. Exam scores between all groups were similar and there was no specific trend between certain assignments and respective exam scores. Largely, in all groups, there was a positive correlation amongst exam scores and their respective assignments as well as a general positive correlation amongst the assignments and the final exam according to the results of Spearman’s Correlation test. The Kruskal-Wallis H test performed on all five exam scores of each group showed there was not a statistically significant difference between exam scores of each group. By assessing the change in number of correct answers per question between pre-tests and post-tests, it was determined that learning in some specific content areas may have been improved by utilizing notecards (descriptive in some cases and illustrative in other cases) as a study aid whereas learning in other content areas were nearly equivalent across all groups. Student reflection on course evaluations showed a mixed reaction to the notecard assignments with some students regarding them as their least favorite part of the course and still others commenting on how helpful they were to their study.

Conclusions: All groups learned throughout the semester, and learning gains for the illustration group and the description group doubled compared to the control group. Short-term learning based on weekly assignments was increased for both the illustration and description groups, but exam scores were not really affected by the different learning interventions. Exam scores were similar among the three groups, so notecards were neither superior nor inferior to the standard curriculum when it came to academic performance. The student divide concerning using notecards illuminated the idea that all students have different learning styles, and in the case of the present study, some students in one group may have preferred to complete the type of assignment of another group. (Abstract shortened by UMI.)

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Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.

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This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
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HOTT, ADAM MATTHEW. "GENETICS CONTENT IN INTRODUCTORY BIOLOGY COURSES FOR NON-SCIENCE MAJORS: THEORY AND PRACTICE." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022251897.

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Holzmann, Gwetheldene Louise. "Lessons from the past: An historical analysis of science education (biology) curriculum reforms, 1950 to 1975." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618617.

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The purpose of this study was to determine what relationship existed between preservice science (biology) teacher education and the reforms in secondary school biology that occurred between 1950 and 1975. Research questions were generated which dealt with the collaboration of the various sectors of education as well as if the prospective teachers were being trained to teach the reform curricula through their college science and teacher education coursework.;Content analysis of textbooks was utilized to determine the content of textbooks on the secondary and higher education level. The secondary texts contrasted were Modern Biology and the BSCS Blue and Green series. A variety of textbooks were analyzed for higher education biology including those authored by Villee and Weisz. Teacher education methods textbooks which covered science education or biology teaching were also analyzed. Five topics were analyzed in each of the textbooks: the scientific method, classification, amphibians, heredity, and ecology. The evaluation instrument was adapted from the Curriculum Materials Analysis System for Science (Haussler & Pittman, 1973) and the Virginia Department of Education Science Textbook Evaluation Instrument.;It was hypothesized that the analyses would reveal that innovations and reforms in high school biology textbooks preceded reforms in higher education teacher education programs which would indicate that prospective teachers were not being taught the necessary skills, behaviors, or methods in their required coursework to adequately institute the reforms on the secondary level. It was also hypothesized that the analyses would reveal an inordinately long period of time before prospective teachers were being instructed in the methods necessary for them to function effectively in secondary classrooms with the reform curricula.;It was concluded that there was generally very little collaboration between the various sectors of education during 1950 and 1975. The first hypothesis was confirmed and the second hypothesis supported but not totally confirmed due to the lack of information on how textbooks were actually used in the teacher education classrooms. Further research is needed in this area.;Additional findings of the study indicate that textbooks from the recent past are difficult to locate and thus a significant portion of the history of education is disappearing.
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Chung-Schickler, Genevieve C. "The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/2360.

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The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (n1= 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (n2 = 19 ) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group on TOSRA scale two and biology knowledge. ANCOVAs did not indicate any significant differences on the post mean scores of the TOSRA or biology knowledge adjusted by differences in the pretest mean scores. Analysis of the research data did not show any significant correlation between attitudes toward science and biology knowledge.
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Books on the topic "Biology Higher Education"

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Teaching evolution in higher education: Methodological, religious, and nonreligious issues. Sudbury, Mass: Jones and Bartlett Publishers, 2005.

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Ivanishchev, Viktor (Victor). Molecular biology. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.

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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.
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Garrison, Howard H. Minority access to research careers: An evaluation of the Honors Undergraduate Research Training Program. Washington, D.C: National Academy Press, 1985.

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Levy, H. Richard. Biology at Syracuse University, 1872-2010. Syracuse, N.Y: Syracuse University Press, 2012.

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Undergraduate Program Directors Meeting (1995 Howard Hughes Medical Institute). New tools for science education: Perspectives on how technologies are transforming undergraduate science education and outreach to elementary and secondary schools : Undergraduate Program Directors Meeting, October 25-27, 1995. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1996.

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Undergraduate Program Directors Meeting (1995 Howard Hughes Medical Institute). New tools for science education: Perspectives on how technologies are transforming undergraduate science education and outreach to elementary and secondary schools : Undergraduate Program Directors Meeting, October 25-27, 1995. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1996.

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Undergraduate, Program Directors Meeting (1992 Chevy Chase Md ). 1992 Undergraduate Program Directors Meeting: Enriching the undergraduate laboratory experience. Chevy Chase, MD: Howard Hughes Medical Institute, Office of Grants and Special Programs, 1993.

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Permskiĭ gosudarstvennyĭ pedagogicheskiĭ universitet. Fakulʹtet biologii i khimii, ed. Regionalʹnyĭ komponent v prepodavanii biologii, valeologii, khimii: Sbornik nauchno-metodicheskikh rabot. Permʹ: Permskiĭ gos. pedagog. universitet, n.d.

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National Academies Press (U.S.), ed. Challenges and opportunities for education about dual use issues in the life sciences. Washington, D.C: National Academies Press, 2011.

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Uskov, Aleksandr, Evgeniy Mozhaev, Lyudmila Uskova, and Elena Zakabunina. Potato growing. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1030568.

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The textbook covers the main topics related to the national economic significance, origin, distribution of potatoes; morphological and anatomical structure of potato plants. Features of potato biology by periods of growth and development, as well as its requirements for growing conditions are given. Technological methods of cultivation, the system of fertilization and protection from pests, diseases and weeds, seed production and varietal studies, the economy of potato production are presented. Meets the requirements of the Federal state educational standards of higher education of the latest generation for the preparation of bachelors. For undergraduate students studying in the field of "agronomy", as well as specialists in agricultural production.
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Book chapters on the topic "Biology Higher Education"

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Dreyfus, Shoshana J., Sally Humphrey, Ahmar Mahboob, and J. R. Martin. "A Focus on Biology." In Genre Pedagogy in Higher Education, 182–203. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-31000-2_7.

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Steele, Ariel L. "A Critical Feminist Approach for Equity and Inclusion in Undergraduate Biology Education." In Teaching and Learning for Social Justice and Equity in Higher Education, 149–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69947-5_8.

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Garcia, Lea C. "Environmental Science Issues for Higher-Order Thinking Skills (HOTS) Development: A Case Study in the Philippines." In Biology Education and Research in a Changing Planet, 45–54. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-524-2_5.

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Wallace, Carolyn S. "Policy and the Planned Curriculum: Teaching High School Biology Every Day." In ASTE Series in Science Education, 21–37. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6763-8_3.

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Garabato, Melindam M., and Manuel B. Barquilla. "A Design-And-Develop Biology Laboratory Kit for Rural High Schoolstudents in the Philippines." In Biology Education for Social and Sustainable Development, 241–48. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_26.

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Nopparatjamjomras, Thasaneeya R. "Developing a Social Constructivist Teaching and Learning Module on Dna for High School Students in Thailand." In Biology Education for Social and Sustainable Development, 233–40. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_25.

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Ramayla, Sherry P. "Correlates of Achievement Test Performance in Biology 1 of Second Year Students in the Philippine Science High School-Central Visayas Campus, Argao, Cebu From 2007–2010." In Biology Education for Social and Sustainable Development, 225–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_24.

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"Guided reading in biology: a modified Keller system." In Teaching Large Classes in Higher Education, 88–98. Routledge, 2014. http://dx.doi.org/10.4324/9781315041384-11.

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Koenders, Annette. "An Authentic Online Learning Environment in University Introductory Biology." In Authentic Learning Environments in Higher Education, 48–60. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch004.

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An authentic online collaborative assessment task, implemented in an introductory biology course, posed several challenges for the students. The task required application of knowledge rather than simple summarising and had to be presented in a specific style. It took many students some time to become at ease with the online environment. However, they appreciated the benefits of asynchronous communication and reported feeling more at ease to express opinions. In addition, group work and co-assessment challenged students to develop learning and interpersonal skills. An additional benefit of using online discussion boards was the teacher’s ability to obtain evidence of the way students interacted within groups that is not available in traditional group settings. Students actually found collaborating online difficult but satisfying. The study clearly demonstrates that authentic learning can be achieved by introductory students in a science course. Furthermore, the online environment enhanced the learning experience and student satisfaction.
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Geher, Glenn, Rosemarie Sokol-Chang, Jennifer Waldo, David Sloan Wilson, and Hadassah Mativetsky. "Evolutionary Studies in Higher Education." In Darwin's Roadmap to the Curriculum, 13–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.003.0002.

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The field of Evolutionary Studies (EvoS) stands at a significant junction. On one hand, the field has demonstrated the ability to serve as a model for a truly interdisciplinary approach to higher education. That said, evolutionary approaches outside certain areas of biology proper have been often met with skepticism and academic mistrust. In 3 discrete sections, this chapter seeks to demonstrate that EvoS provides a powerful academic framework that effectively integrates many academic areas and enhances educational outcomes in these areas. Further, the chapter seeks to demonstrate the broad reach of EvoS in terms of student success, partly by summarizing outcomes of a recent National Science Foundation grant. The final section addresses controversies in the field of EvoS. This section seeks to show how developing a sophisticated understanding of the different facets of these issues may serve a conciliatory and progressive role in the future.
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Conference papers on the topic "Biology Higher Education"

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Vizioli, Jacopo, Pierre-Eric Sautière, Catherine Delbende, Bernard Deleplanque, and Bernard Mikolajczyk. "Photo 3D technology applied to e-Learning tools production for animal biology." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9225.

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The teachers from the Biology Department of the University of Lille have been developing for the last two years, a digitalization program of naturalist collections. This project aims to preserve this scientific heritage and to use it for animal and plant biology teaching. Specimens are digitalized by a photo 3D capture system, that produces a 360° and/or hemispheric images of the objects starting from high-resolution pictures. Based on the use of this particular imaging technology, teachers realized multimedia eBooks and a series of files “at the glance“ for practical works in animal biology for Bachelor students in Life Sciences. These supports, enriched by graphic complements, texts, legends and interactive animations, are available on the pedagogic platform Moodle. These digital tools are viewable on computers and can be handled on smartphones and tablets for a nomad utilisation. Students generally consider these supports useful for learning and they consult these resources before, during and after the practical sessions. This distance-learning approach gives the students a complete autonomy for practical session preparation and reviews. The innovative tools here presented constitute a useful learning complement to classical academic lectures in animal biology.
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Kritzinger, Angelique, Juanclaude Lemmens, and Marietjie Potgieter. "Improving the quality of learning in a blended learning environment for first-year biology." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7917.

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Improving the quality of learning in a blended learning environment for first-year biology Abstract Increased class sizes and rapid advancement of information technology has prompted institutions to move toward blended learning. The effectiveness of the instructional design of the blended learning courses has not been studied extensively in large classes. This study aims to interrogate the effectiveness of the instructional design of a large first year biology class with the aim of providing the most effective blend for all students but focusing on the at-risk and murky middle students. This was done by firstly investigating which of the different learning opportunities contributed most to the success of the students and secondly by investigating student engagement with the learning opportunities provided to them. The results show that small, face-to-face tutorial classes and online formative assessments contributed the most to student success. The results also show that at-risk and murky middle students tend to make use of learning opportunities less after the first summative assessment, possibly putting them at risk of failing.
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Raimúndez-Urrutia, Elena, and Mariella Azzato Sordo. "New pedagogical configurations for traditional learning tools: a proposal." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5149.

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Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning.
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Mouton, Marnel, and Ilse Rootman-Le Grange. "Scientific Discourse: Can Our First-Year Students Express Themselves in Science?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11110.

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Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.
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Guo, Bo, Yaqing Li, and Sufang Wang. "Water Treatment Biology Teaching Reform Based on Engineering Education Certification." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.217.

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Yao, Bi-ying, Zhong-hua Zhang, Rong He, Ya Wen, and Gang Hu. "Building the Core Concepts for Biology Teaching in the Middle School." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.154.

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Langa, Elisa, Eva Terrado, and Carlota Gómez-Rincón. "Get your cell-fie." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9444.

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The goal of this project was to enhance the scientific literacy of primary school and Education degree students by Pharmacy learners, using a collaborative work framework and a SERVICE-LEARNING approach, for all of them to accomplish the general and specific learning outcomes related to the subjects involved in this proposal, that is, Biology and General Chemistry from the Degree in Pharmacy and Research and Innovation in Experimental Sciences from the Degree in Education. Assessments of primary school students´ learning outcomes revealed that 93 % of the kids were able to increase their knowledge on human cells and also widened their scientific vocabulary in, at least, three to five technical words. Education students valued extremely positive the fact that they could work with a different profile of students and the feedback they received from them. Pharmacy students became aware of the importance of the teacher role in society and highlighted the difficulty they had to face when they tried to explain chemical and biological concepts to a non-scientific audience and especially to kids.
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Andreou, Lefkothea-Vasiliki, Vasileia Aletra, Georgia Athanasopoulou, and Caterina Psarropoulou. "GOOD PRACTICES IN TEACHING ENGLISH FOR SCIENTIFIC PURPOSES TO BIOLOGY STUDENTS IN HIGHER EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1679.

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Chamoux, Estelle, and Sonya Anvar. "HIGHER-ORDER COGNITIVE SKILLS DEVELOPMENT AND RETENTION IN CELL BIOLOGY: WHAT WORKS AND WHAT DOESN'T?" In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1727.

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Darussyamsu, Rahmawati, Satri Vani Karisfa, Fitri Arsih, and Fatma Rahmadhani. "Natural Science Higher Order Thinking Skills Analysis of Junior High School Students." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.041.

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