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Journal articles on the topic 'Biology Science'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

P. Sekar, P. Sekar, and Dr S. Mani Dr. S. Mani. "Science Attitude of Higher Secondary Biology Students." Indian Journal of Applied Research 3, no. 9 (October 1, 2011): 178–79. http://dx.doi.org/10.15373/2249555x/sept2013/56.

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2

Sinjela, Kwangaika Mwala, Jimmy Kijai, and Josephine Esther Katenga. "Teachers´ Perception of Coherence in High School Biology Textbooks in Zambia." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1444–68. http://dx.doi.org/10.35974/isc.v7i1.926.

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Introduction: Textbook coherence is an important aspect of effective teacher´s instruction and performance of students. This study involved assessing coherence of senior biology high school textbooks in Zambia (MK Biology10, Longman Biology11 and Pupil´s Biology12) and the extent to which these books are aligned with the biology course syllabus. Methods: Using quantitative research design, coherence was conceptualized as a unit of three constructs: alignment and organization, rigor, focus and relevance of contents and connections among ideas. A questionnaire instrument was developed which teachers in Mufulira and other districts in Zambia (n = 82) used to assess textbook and textbook-syllabus coherence. Data was analyzed using statistical methods, independent t-tests and One-way ANOVA. Results: Teachers were generally uncertain about coherence levels in the textbooks. Concerning textbook-syllabus alignment, Pupil´s Biology12 was viewed as most coherent with the course syllabus and MK Biology10 as the least. Discussion: Assessment of coherence is a complex process but it focuses on few common elements. Identifying these elements may help teachers improve teaching practice, curriculum developers design coherent curricula and educational activities, and authors produce coherent textbooks. Further research studies are recommended that would extend the scope of this study to include teachers in all provinces in Zambia, include a mixed method to explore perceptions about coherence, compare coherence of same grade level textbooks, or evaluate coherence of the syllabus and that of other science or non-science textbooks.

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3

Davies, Kevin. "Big science biology." Nature 351, no. 6324 (May 1991): 280. http://dx.doi.org/10.1038/351280a0.

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4

Cain, A. J. "Biology as science." Nature 314, no. 6013 (April 1985): 700. http://dx.doi.org/10.1038/314700a0.

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5

Filatova, Asya A. "DIY biology: redefining the boundaries of science." Humanities and Social Sciences 78, no. 1 (March 1, 2020): 56–77. http://dx.doi.org/10.18522/2070-1403-2020-78-1-56-77.

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6

Weitze, Marc-denis, and Alfred Pühler. "Synthetic Biology – Towards an Engineering Science." European Review 22, S1 (May 2014): S102—S112. http://dx.doi.org/10.1017/s1062798713000793.

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The new research field of synthetic biology is emerging from molecular biology, chemistry, biotechnology, information technology and engineering. This paper describes synthetic biology as a ‘Science of the Artificial’ and identifies structural features of engineering sciences that can be applied to this new kind of biology as opposed to traditional biology. The search for laws already in traditional biology has been difficult. In Synthetic Biology, action and application stand in the foreground and laws increasingly lose ground as a meaningful concept.

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7

Holden, A. V. "Nonlinear Science — The Impact of Biology." International Journal of Bifurcation and Chaos 07, no. 09 (September 1997): 2075–104. http://dx.doi.org/10.1142/s0218127497001552.

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Nonlinear science has primarily developed from applications of mathematics to physics. The biological sciences are emerging as the dominant growth points of science and technology, and biological systems are characterized by being information dense, spatially extended, organized in interacting hierarchies, and rich in diversity. These characteristics, linked with an increase in available computing power and accessible memory, may lead to a nonlinear science of complicated interacting systems that will link different types of mathematical objects within a framework of algebraic models of computing systems. Examples, drawn from current work on intracellular, cellular, tissue, organ, and integrative physiology of an individual, are outlined within the theory of synchronous concurrent algorithms. Possible directions in population dynamics and applications to ecosystem management are outlined.

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8

GREGORY, FREDERICK. "GERMAN POST-DARWINIAN BIOLOGY REASSESSED." Modern Intellectual History 8, no. 1 (March 3, 2011): 227–36. http://dx.doi.org/10.1017/s1479244311000138.

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It is hard to imagine two more engaging and thoroughly researched works on German science than the two here under review. This is especially rewarding because in the period covered—the second half of the nineteenth century and the early years of the twentieth—it is often the physical sciences that command the attention of historians. This was the time when Helmholtz was at the peak of his profession and Einstein was emerging onto the scene. Richards and Nyhart are among those historians of science who are reexamining assumptions about the sciences of life in Germany from the beginning of the nineteenth century on. In particular, as scholars of Germany they refuse to concede to any other country or individual (including Darwin) the undisputed center of attention where biological science and even the subject of evolution are concerned. Both works are much more than straightforward narrative histories. Nyhart and Richards have each taken on difficult historiographical challenges in the course of presenting the results of their research.

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9

LAZARIDES, E. "Modern Cell Biology: Molecular Cell Biology." Science 234, no. 4782 (December 12, 1986): 1448. http://dx.doi.org/10.1126/science.234.4782.1448.

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10

CULBERSON, W. L. "Lichen Biology: Biology of Lichenized Fungi." Science 228, no. 4703 (May 31, 1985): 1084. http://dx.doi.org/10.1126/science.228.4703.1084.

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11

Brown, A. C. "IS BIOLOGY A SCIENCE?" Transactions of the Royal Society of South Africa 49, no. 2 (January 1994): 141–46. http://dx.doi.org/10.1080/00359199409520301.

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12

Webb, Keith. "Science, biology, and conflict." Paradigms 6, no. 1 (March 1992): 65–96. http://dx.doi.org/10.1080/13600829208443014.

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13

Strode, Paul K., and Cheryl Hollinger. "The Science of Biology." American Biology Teacher 78, no. 4 (April 1, 2016): 349–54. http://dx.doi.org/10.1525/abt.2016.78.4.349.

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14

Destiara, Meyninda. "The Practicality of Teaching Material Biology of Islamic-Science based on Augmented Reality." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 2, no. 2 (October 11, 2020): 117. http://dx.doi.org/10.20527/bino.v2i2.8756.

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The results of the observation of biology learning in MAN 1 Banjarmasin are not familiar with using the teaching materials based on interactive technology. The development of teaching materials based on Augmented Reality Media can be a solution to solve these problems. This study aims to determine the practicality of biology teaching materials based on Islamic-science using Augmented Reality media. The design of this study uses the Borg and Gall models that have been approved to perfection of limited trial evaluation. The results showed that the teaching material developed was very practical to be used in supporting biology lessons in the Arthropods sub material.AbstrakHasil observasi pembelajaran biologi di MAN 1 Banjarmasin belum familiar menggunakan bahan ajar berbasis teknologi interaktif. Pengembangan bahan ajar berbasis media Augmented Reality dapat menjadi salah satu solusi untuk menyelesaikan permasalahan tersebut. Penelitian ini bertujuan untuk mengetahui kepraktisan bahan ajar biologi berbasis islam-sains menggunakan media Augmented Reality. Desain penelitian ini menggunakan model Borg and Gall yang telah dimodifikasi yaitu sampai pada tahap penyempurnaan evaluasi dari uji coba terbatas. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan sangat praktis digunakan dalam menunjang mata pelajaran biologi pada sub materi Arthropoda.

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15

Service, Robert F. "Objection #1: Big Biology Is Bad Biology." Science 291, no. 5507 (February 16, 2001): 1182.2–1182. http://dx.doi.org/10.1126/science.291.5507.1182b.

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16

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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17

Bassett, C. "Bone biology." Science 236, no. 4797 (April 3, 1987): 11. http://dx.doi.org/10.1126/science.3563485.

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18

Steensma, H., and M. Smith. "Yeast biology." Science 257, no. 5077 (September 18, 1992): 1610. http://dx.doi.org/10.1126/science.1529343.

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19

Witkus, R. "Yeast biology." Science 257, no. 5077 (September 18, 1992): 1610. http://dx.doi.org/10.1126/science.1529344.

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20

Berbee, M., B. Kloeckener, and J. Taylor. "Yeast biology." Science 257, no. 5077 (September 18, 1992): 1610–11. http://dx.doi.org/10.1126/science.1529345.

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21

Weinberg, S. "Biology teaching." Science 240, no. 4853 (May 6, 1988): 706. http://dx.doi.org/10.1126/science.3363352.

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22

Kaiser, J. "MOLECULAR BIOLOGY: Industrial-Style Screening Meets Academic Biology." Science 321, no. 5890 (August 8, 2008): 764–66. http://dx.doi.org/10.1126/science.321.5890.764.

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23

Ferber, D. "SYNTHETIC BIOLOGY: Time for a Synthetic Biology Asilomar?" Science 303, no. 5655 (January 9, 2004): 159. http://dx.doi.org/10.1126/science.303.5655.159.

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24

Cain, C. J., D. A. Conte, M. E. Garcia-Ojeda, L. G. Daglio, L. Johnson, E. H. Lau, J. O. Manilay, et al. "INTEGRATIVE BIOLOGY: What Systems Biology Is (Not, Yet)." Science 320, no. 5879 (May 23, 2008): 1013a—1014a. http://dx.doi.org/10.1126/science.1157405.

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25

Safahi, Lutphi, Arum Pusporini, Susilo Susilo, and Budhi Akbar. "Analisis Keterampilan Proses Sains Calon Guru Biologi Terhadap HOTS." BIODIK 6, no. 1 (March 8, 2020): 35–45. http://dx.doi.org/10.22437/bio.v6i1.8565.

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The low problem-solving ability in understanding biology lessons makes biology lessons difficult for some prospective teachers to learn. This study aims to determine the contribution of science process skills to higher-order thinking skills. This study uses quantitative methods to analyse the HOTS skills of prospective biology teachers. The quantitative descriptive method used in this study. Data collected from 59 respondents through the Saturated Sampling technique. The instrument used was 54 multiple choice questions with indicators of science process skills and higher-order thinking skills. The data obtained is processed quantitatively with Microsoft Excel. Prospective Biology teachers have the contribution of science process skills with a high level of ability of 13% and a contribution is known. This research proves that the contribution of science process skills to prospective biology teachers to higher-level thinking skills has low categorisation. Keywords: Science Process Skills; Pre-service Teachers Biology; High-level Thinking Ability; biology lessons. Abstrak. Rendahnya kemampuan pemecahan masalah dalam memahami pelajaran biologi menyebabkan pelajaran biologi menjadi sulit dipelajari oleh sebagian calon guru. Studi ini bertujuan untuk mengetahui kontribusi keterampilan proses sains terhadap kemampuan berpikir tingkat tinggi. Penelitian ini menggunakan metode kuantitatif untuk menganalisa keterampilan HOTS calon guru biologi. Metode penelitian yang digunakan adalah diskriptif kuantitatif. Data dikumpulkan dengan sampel sebanyak 59 mahasiswa melalui teknik Sampling Jenuh. Instrumen yang digunakan berupa 54 soal pilihan ganda dengan indikator keterampilan proses sains dan kemampuan berpikir tingkat tinggi. Data yang diperoleh diolah secara kuantitatif dengan Microsoft Excel. Calon guru Biologi memiliki hasil kontribusi keterampilan proses sains dengan kemampuan berpikir tingkat tinggi sebesar 13% dan diketahui adanya kontribusi. Penelitian ini membuktikan bahwa kontribusi keterampilan proses sains calon guru biologi terhadap kemampuan berpikir tingkat tinggi memiliki kategori rendah. Kata kunci: Keterampilan Proses Sains; Calon guru biologi; HOTS; Pelajaran biologi.

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26

Lawton, John H. "The Science and Non-Science of Conservation Biology." Oikos 79, no. 1 (May 1997): 3. http://dx.doi.org/10.2307/3546084.

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27

Antia, Bassey E., and Richard A. Kamai. "Writing biology, assessing biology." Terminology 22, no. 2 (December 31, 2016): 201–22. http://dx.doi.org/10.1075/term.22.2.03ant.

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There has been substantial research into terminology as an issue in learning science, especially against the backdrop of concerns over school literacy in science and as sometimes reflected in the poor performance of high school students in assessment tasks. Relevant research has emphasized issues such as lexical load, complexity and metaphor. Variation in the use of terminology has, however, been relatively under researched, although there is evidence that terminology use does vary within and across high school textbooks of science. Drawing on an eclectic theoretical framework comprising transitivity analysis (Halliday 1994), legitimation code theory semantics (Maton 2013a), and the context-specific term model (Gerzymisch-Arbogast 2008), this article identifies and classifies variations in the terminology employed in three high school textbooks of biology in Nigeria. It then determines what impact assessment tasks which use terms that differ from those employed in students’ study materials have on students. Examples are found of variant terminology impeding science literacy and task performance, even though there is reason to suspect such variation might in fact have been leveraged to enhance cognition.

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28

Tauber, Alfred I. "Is Biology a Political Science?" BioScience 49, no. 6 (June 1999): 479. http://dx.doi.org/10.2307/1313555.

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29

Hughes, M. K., W. K. Purves, and G. H. Orians. "Life: The Science of Biology." Journal of Applied Ecology 22, no. 3 (December 1985): 1012. http://dx.doi.org/10.2307/2403250.

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30

Lewis, Ralph W. "Biology: A Hypothetico-Deductive Science." American Biology Teacher 50, no. 6 (September 1988): 362–66. http://dx.doi.org/10.2307/4448762.

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31

McDonough, Paul G., and Barry Bean. "Molecular Biology—A Quantitative Science?" Fertility and Sterility 60, no. 2 (August 1993): 382–84. http://dx.doi.org/10.1016/s0015-0282(16)56123-8.

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32

Habal, Mutaz B. "Craniofacial Biology, Science, and Technology." Journal of Craniofacial Surgery 23, no. 1 (January 2012): 1–2. http://dx.doi.org/10.1097/scs.0b013e31824763ef.

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33

Smocovitis, V. B. "HISTORY OF SCIENCE: Fielding Biology." Science 299, no. 5613 (March 14, 2003): 1665–66. http://dx.doi.org/10.1126/science.1080784.

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34

Lock, Roger. "Biology/science teachers; what price?" Journal of Biological Education 24, no. 3 (September 1990): 143–44. http://dx.doi.org/10.1080/00219266.1990.9655128.

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35

Esposito, Maurizio. "From human science to biology." History of the Human Sciences 29, no. 3 (June 23, 2016): 44–62. http://dx.doi.org/10.1177/0952695116653866.

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36

Penders, Bart, Klasien Horstman, and Rein Vos. "Proper science in moist biology." EMBO reports 8, no. 7 (June 8, 2007): 613. http://dx.doi.org/10.1038/sj.embor.7401020.

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37

Harding, R. M., and P. O'Higgins. "Human Biology: An Integrative Science." Man 28, no. 3 (September 1993): 606. http://dx.doi.org/10.2307/2804251.

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38

Matsubara, Kenichi. "Molecular biology and life science." Journal of Periodontal Research 28, no. 7 (November 1993): 459–61. http://dx.doi.org/10.1111/j.1600-0765.1993.tb02101.x.

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39

Meagher, Thomas R. "IS EVOLUTIONARY BIOLOGY STRATEGIC SCIENCE?" Evolution 61, no. 1 (January 2007): 239–44. http://dx.doi.org/10.1111/j.1558-5646.2007.00041.x.

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40

Barnett, Rosalind C., and Caryl Rivers. "Biology, Destiny, and Bad Science." Dissent 52, no. 3 (2005): 70–75. http://dx.doi.org/10.1353/dss.2005.0072.

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41

de Berker, D. A. R., J. André, and R. Baran. "Nail biology and nail science." International Journal of Cosmetic Science 29, no. 4 (August 2007): 241–75. http://dx.doi.org/10.1111/j.1467-2494.2007.00372.x.

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42

Miller, D. Craig. "Atherosclerosis: Biology and clinical science." Journal of Vascular Surgery 8, no. 2 (August 1988): 205. http://dx.doi.org/10.1016/0741-5214(88)90419-3.

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43

Pevzner, Pavel, and Ron Shamir. "Computing Has Changed Biology—Biology Education Must Catch Up." Science 325, no. 5940 (July 30, 2009): 541–42. http://dx.doi.org/10.1126/science.1173876.

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44

KEVLES, D. J. "A Reshaping in Biology: The American Development of Biology." Science 242, no. 4883 (December 2, 1988): 1314–15. http://dx.doi.org/10.1126/science.242.4883.1314.

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45

Bybee, Rodger W. "The Next Generation of Science Standards: Implications for Biology Education." American Biology Teacher 74, no. 8 (October 1, 2012): 542–49. http://dx.doi.org/10.1525/abt.2012.74.8.3.

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The release of A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a discussion of the implications of the new standards for biology programs in general and curriculum, instruction, and assessment in particular.

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46

Michael, Joel. "Conceptual Assessment in the Biological Sciences: a National Science Foundation-sponsored workshop." Advances in Physiology Education 31, no. 4 (December 2007): 389–91. http://dx.doi.org/10.1152/advan.00047.2007.

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Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a “concept” in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in the process of developing conceptual assessments for physiology.

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47

Bowater, Laura, Christine Cornea, Helen James, and Richard P. Bowater. "Using science fiction to teach science facts." Biochemist 34, no. 6 (December 1, 2012): 15–20. http://dx.doi.org/10.1042/bio03406015.

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The contributors to this discussion teach in three different Faculties at the University of East Anglia (UEA) – Science, Arts & Humanities and Medicine & Health Sciences. They have each used science fiction to explore learning outcomes in their distinct teaching practices. The discussion below highlights how contemporary science fiction can operate as a touchstone for debate that informs biochemistry teaching. Laura, Helen and Richard have all studied basic sciences, gaining PhDs in various aspects of biochemistry and molecular biology, and each have taught undergraduates and postgraduates at UEA. Helen and Richard are based in the Faculty of Science. Laura is based in the Faculty of Medicine & Health Sciences, and uses her interest in science communication to explore university teaching practices that involve science fiction. Christine gained a PhD from her research of technology and performance in science fiction film and is based in the Faculty of Arts & Humanities.

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48

Founds, Sandra A. "Introducing Systems Biology for Nursing Science." Biological Research For Nursing 11, no. 1 (February 15, 2009): 73–80. http://dx.doi.org/10.1177/1099800409331893.

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Systems biology expands on general systems theory as the ``omics'' era rapidly progresses. Although systems biology has been institutionalized as an interdisciplinary framework in the biosciences, it is not yet apparent in nursing. This article introduces systems biology for nursing science by presenting an overview of the theory. This framework for the study of organisms from molecular to environmental levels includes iterations of computational modeling, experimentation, and theory building. Synthesis of complex biological processes as whole systems rather than isolated parts is emphasized. Pros and cons of systems biology are discussed, and relevance of systems biology to nursing is described. Nursing research involving molecular, physiological, or biobehavioral questions may be guided by and contribute to the developing science of systems biology. Nurse scientists can proactively incorporate systems biology into their investigations as a framework for advancing the interdisciplinary science of human health care. Systems biology has the potential to advance the research and practice goals of the National Institute for Nursing Research in the National Institutes of Health Roadmap initiative.

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49

Long, David E. "Science ideals and science careers in a university biology department." Learning and Teaching 7, no. 1 (March 1, 2014): 29–45. http://dx.doi.org/10.3167/latiss.2014.070103.

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In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for fostering science literacy. This article examines differences that emerge between the department's rhetorical commitment to improve science understanding amongst their students and the realities of course staffing and anxieties about promotion and tenure. Because tenure-track faculty are motivated to focus their careers on research productivity and teaching biology majors, other biology courses are staffed with adjunct instructors who are less equipped to negotiate complex pedagogies of science and religion. In practice, faculty avoid risky conversations about evolution versus creationism with religiously conservative students. I argue that such faculty are complicit, through their silence, in failing to equip their students with the science literacy which their own profession avows is crucial for a well-informed citizenry in a democracy.

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50

Hurtley, S. M. "CELL BIOLOGY: RNAin." Science 313, no. 5789 (August 18, 2006): 892a. http://dx.doi.org/10.1126/science.313.5789.892a.

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