Relevant bibliographies by topics / Biology Study and teaching (Secondary) Research

Contents

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

Academic literature on the topic 'Biology Study and teaching (Secondary) Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Biology Study and teaching (Secondary) Research.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Biology Study and teaching (Secondary) Research"

1

Almuqbil, Norah Saleh M. "A Proposal for Virtual Laboratories in Learning Biology for Secondary School Curriculum." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 323. http://dx.doi.org/10.36941/jesr-2020-0130.

Full text
Abstract:
The study aimed to identify the extent of biology teachers' awareness regarding the importance of virtual laboratories in teaching biology for secondary school. It also intended to develop a proposal to enable biology teachers to use virtual laboratories in teaching secondary level. To achieve these aims, the descriptive-analytical approach was used. The research sample consisted of fifty female biology teachers at the secondary level in the city of Al-Kharj. The study applied the questionnaire as its main tool to gather data. The study concluded that the degree of awareness among female biology teachers regarding the importance of virtual laboratories in teaching biology for the secondary level was found at a moderate level. Besides, the ability of female biology teachers to use virtual laboratories in teaching biology for the secondary stage was low. Considering these results, a proposal was developed to enable female biology teachers to use virtual laboratories in teaching biology for secondary school.
APA, Harvard, Vancouver, ISO, and other styles
2

Porozovs, Juris, Laura Liepniece, and Daina Voita. "Evaluation of the Teaching Methods Used in Secondary School Biology Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.

Full text
Abstract:
Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.
APA, Harvard, Vancouver, ISO, and other styles
3

Nuhu Ibrahim, Abba Alhaji Mohammed, Musa Abdullahi, Grace Ifemedike Uzoma, and Maryam Gambo Bizi. "The attitude of biology teachers towards improvisation and utilization of instructional materials in teaching and learning biology in private secondary schools in Potiskum local government area." GSC Advanced Research and Reviews 8, no. 1 (July 30, 2021): 028–40. http://dx.doi.org/10.30574/gscarr.2021.8.1.0112.

Full text
Abstract:
This study was carried out on the Attitude of Biology Teachers towards Improvisation and Utilization of Instructional Materials in Private Secondary Schools in Potiskum Local Government Area. Four research questions in line with the purpose of the study were formulated to guide the study. Descriptive survey research design was adopted for the study. The target group of the study was the entire 38 Biology teachers from 22 Private schools in Potiskum Local Government Area. Due to manageable size of the group, there is no sample and sampling technique used for the study as such the entire group was used for the study. Data were collected for the study through the administration of structured questionnaire. The data obtained were analysed using mean. The findings of the study revealed that, Biology teachers give students group projects to produce instructional materials and Biology teachers request that students bring materials in the environment to be used as improvised material during lessons. The findings of the study also revealed that, Biology teacher utilized improvised Visual aids like diagram, charts, posters, pictures and photographs for effective teaching of Biology, and Biology teachers utilized available resource person in the community to improvised instructional materials for teaching Biology. The findings of the study further revealed that, the use of Improvised Biology Materials helps the biology teachers to capture and sustain the curiosity and interest of the learners towards the lesson in schools and that the use of Improvised Biology Materials helps the biology teachers to motivate students in the subject being taught. The findings of the study also revealed that, lack of awareness on where to obtain facilities for improvising instructional materials and lack of motivation on part of government for Biology teachers in their efforts towards improvisation of instructional materials for teaching Biology are some of the problems faced by Biology teachers towards improvisation of Instructional Materials for Teaching and Learning of Biology in Private Secondary Schools in Potiskum Local Government Area. It was recommended that, Policy-makers in the secondary schools should raise fund so as to procure materials necessary for improvisation and purchase of textbooks that will facilitate the effective teaching of the course.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
6

Fadzil, H. M., and R. M. Saat. "Exploring Secondary School Biology Teachers’ Competency in Practical Work." Jurnal Pendidikan IPA Indonesia 9, no. 1 (March 31, 2020): 117–24. http://dx.doi.org/10.15294/jpii.v9i1.21477.

Full text
Abstract:
A competent biology educator should be efficient in the design, organizing, and execution of practical work and the evaluation of practical skills. Nevertheless, according to past research, the participation of students in conducting experiments is inadequate, and the teachers are not guiding them effectively. One of the issues that could lead to this problem is the lack of efficiency of the teacher to carry out practical work. To gauge this problem, a qualitative study has been conducted. The study involves eight biology teachers from eight secondary schools in two states in Malaysia, namely Kuala Lumpur and Selangor. Data were collected through observation at biology laboratory, interviews with biology teachers, and analysis of related documents such as lesson plans. Collected data were analyzed using constant comparative data analysis methods to explain the core phenomenon of this study. Three (3) themes emerged in this study: (i) difficulty in designing and planning practical lessons effectively, (ii) insufficient preparation before conducting practical lessons and (iii) improper evaluation of students’ achievement in biology practical lessons. The results of this study offer information on the competence of biology teachers, which can be used to enhance the quality and standards of biology teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
7

Akinbadewa, Bukola Omowumi, and Olaniyi Alaba Sofowora. "The Effectiveness of Multimedia Instructional Learning Packages in Enhancing Secondary School Students’ Attitudes toward Biology." International Journal on Studies in Education 2, no. 2 (August 23, 2020): 119–33. http://dx.doi.org/10.46328/ijonse.19.

Full text
Abstract:
The study investigated the effectiveness of multimedia learning packages in improving the attitudes of students toward learning Biology in secondary schools. The study employed a quantitative and qualitative research approach. The population for the study consisted of all students offering Biology as a subject in the senior secondary schools in Ibadan North Local Government Area of Nigeria, from where a sample of 80 students was randomly selected from three secondary schools and assigned to three groups (one control and two experimental groups). Two multimedia instructional learning packages (MILP) were designed for the study. The topic treated was Cell Division, and the study lasted for six weeks. The packages and all instruments used were validated for content and construct validity, and reliability test was also done. The results showed that multimedia instructional packages used in teaching and learning Biology in secondary schools enhanced better students’ engagements and positive attitudes toward learning. It was concluded that students developed positive attitudes toward learning Biology after using the packages and that multimedia instructional packages are an interesting and creative method of teaching, learning, and enhancing positive attitudes towards learning among secondary school students.
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

Tsaparlis, Georgios. "First and second thoughts about teaching secondary chemistry." Lumat: International Journal of Math, Science and Technology Education 3, no. 3 (July 30, 2015): 371–80. http://dx.doi.org/10.31129/lumat.v3i3.1035.

Full text
Abstract:
This paper selectively reviews both early and more recent work by the author on the teaching of chemistry at secondary level. The purpose is twofold: (i) to review the proposals, their features, and the research behind them, (ii) to emphasize the strength over time of the work presented, but also the need for constant revision. The reviewed topics for lower secondary education (7th-9th grades) include: a revised curriculum (1984); a study of Greek students’ contextual chemistry knowledge (1987); an updated proposal about the curriculum (2001); an integrated physics and chemistry program for the 7th grade (2000), that has been further developed recently (2011) to include biology; two research studies on teaching methodology (2000)’; a chemistry course for the 8th grade (2010); revision of the current formal Greek chemistry curriculum (2014). The reviewed topics for upper secondary education (10th-12th grades) include: three early (1981, 1985a, 1985b) studies on Greek students’ strengths and difficulties with chemistry; a context-based chemistry curriculum (1988, 1991); proposals for new chemistry curricula (2000, 2011, 2014) for the 10th and 11th grades. Coupling to the PARSEL modules is also made. The paper concludes by making reference and connection to the work of Hans Jürgen Schmidt.
APA, Harvard, Vancouver, ISO, and other styles
10

Effiong, Oji Ekpo, and Charles E. Igiri. "Impact of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools in Yakurr LG A." International Letters of Social and Humanistic Sciences 62 (October 2015): 27–33. http://dx.doi.org/10.18052/www.scipress.com/ilshs.62.27.

Full text
Abstract:
This study was designed to determine the impact of instructional materials in teaching and learning of Biology by SS II students in Yakurr local government area of Cross River state. In order to effectively handle the study, four research questions were formulated to guide the study. The descriptive statistical method was employed so as to determine the impact of teacher’s effectiveness. Five (5) comparable secondary schools were selected to represent the population of the study. The data collected were analyzed using simple percentage method to verify the research questions formulated for this study. The result of the findings revealed that there is a positive achievement in students taught by highly qualified biology teachers and those exposed to instructional materials during lessons. It was recommended that government make available to schools the basic instructional materials as this will enhance an effective teaching and learning process.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Biology Study and teaching (Secondary) Research"

1

Wilder, Michael Gregg. "Improving Hypothesis Testing Skills: Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.

Full text
Abstract:
There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.
APA, Harvard, Vancouver, ISO, and other styles
2

Williams, Stephen Michael. "College of Education: A guide to researching the animal kingdom on the Internet." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.

Full text
Abstract:
The purpose of this project was to develop a Web site that would facilitate students' use of the Internet to research topics relating to the study of biology. This Web site serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall Web site design.
APA, Harvard, Vancouver, ISO, and other styles
3

Kiehl, Debra Elisabeth. "A comparison of traditional animal dissection and computer simulation dissection." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3247.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.

Full text
Abstract:
The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.
APA, Harvard, Vancouver, ISO, and other styles
5

Francis, Black Alison. "Understanding the teaching of biology at A level." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:7a7828b8-bbdb-4246-aa5d-7836e314460d.

Full text
Abstract:
This research focuses on uncovering, from the perspectives of practitioners themselves, the practical knowledge and understanding that shapes three teachers' successful teaching of biology at A level. Adopting a case study approach, it investigates the ways in which these biology teachers characterise their successful teaching of the subject at A level. It also explores the subject matter knowledge and understanding that shapes and accounts for these characterisations without making assumptions about the nature of this knowledge. Data are collected through the non-participant observation of a connected series of the teachers' A level biology lessons as well as informant-style interviewing following the observed lessons. The findings suggest that the main aim of the teachers' successful teaching of biology at A level is to ensure their students achieve examination success. In light of this, their teaching can be characterised in terms of three central features. First, they believe that to achieve this aim their students only need to know the substantive dimension of biological knowledge - they do not consider knowing the syntactic dimension to be a prerequisite to examination success. Second, they believe that their students need to conceptualise this substantive biological knowledge in several patterned ways. Third, they believe that the best way to encourage their students to develop and retain these specific conceptualisations is by adopting carefully controlled and highly structured teacher-centred pedagogical strategies. The teachers' characterisations appear to be shaped and accounted for by specific conceptions of biology which provide an overall structure to substantive biological knowledge - a structure that is determined by various guiding principles. This research provides a first attempt to map out the practical knowledge and understanding that shapes the successful teaching of biology at A level from the perspectives of teachers themselves. The ways in which these teachers characterise their teaching differ significantly from the ways in which such teaching is described in most of the extant literature in science education on teaching and learning. This study suggests that the teachers, far from lacking in knowledge, skills and understanding, are highly skilled practitioners who respond to the local and national contexts in which they work and, taking account of these, shape their subject matter teaching accordingly such that their main aim - student examination success - is achievable. This study highlights the discrepancy between academic writing in science education on practice and practice itself. The thesis ends with a consideration of the implications of the study for the research agenda in science education, the school science curriculum and the curriculum for teacher education in both preparing and supporting the professional development of science teachers.
APA, Harvard, Vancouver, ISO, and other styles
6

Lau, Shuk-yee Rosalind, and 劉淑儀. "A study of secondary school students understanding of selected biological concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955800.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.

Full text
Abstract:
The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
APA, Harvard, Vancouver, ISO, and other styles
8

Cheung, Lai-wan Beverley, and 張麗雲. "Leadership training groups in a secondary school: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960042.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Frans, Marian Kauna Nyanyukweni. "Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017338.

Full text
Abstract:
This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
APA, Harvard, Vancouver, ISO, and other styles
10

Parker, Timothy P. "Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4255/.

Full text
Abstract:
More so than any other science in the past several decades, Biology has seen an explosion of new information and monumental discoveries that have had a profound impact on much more than the science itself. Much of this has occurred at the molecular level. Many of these modern concepts, ideas, and technologies, as well as their historical context, can be easily understood and appreciated at the high school level. Moreover, it is argued here that the integration of this is critical for making biology relevant as a modern science. A contemporary high school biology curriculum should adequately reflect this newly acquired knowledge and how it has already has already begun to revolutionize medicine, agriculture, and the study of biology itself. This curriculum provides teachers with a detailed framework for integrating molecular biology into a high school biology curriculum. It is not intended to represent the curriculum for an entire academic year, but should be considered a significant component. In addition to examining key concepts and discoveries, it examines modern molecular techniques, their applications, and their relevance to science and beyond. It also provides several recommended labs and helpful protocols.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Biology Study and teaching (Secondary) Research"

1

Ahmed, Tabassum. Research in teaching of biology: A handbook of teachers. New Delhi: A.P.H. Pub. Corp., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ahmed, Tabassum. Research in teaching of biology: A handbook of teachers. New Delhi: A.P.H. Pub. Corp., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Biology 12: Study guide. 5th ed. [Trail, B.C.]: Prior Educational Resources Ltd., 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

AQA AS biology: Biology and disease. Deddington: Philip Allan, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Taggart, Robert. Biology mastery. Portland, Me: J. Weston Walch, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Bledsoe, Lucy Jane. Fearon's biology. 2nd ed. Paramus, N.J: Globe Fearon Educational, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pickering, W. R. Biology through diagrams. Oxford: Oxford University Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

O'Callaghan, Michael. Biology: Leaving certificate. Dublin: EDCO, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Biology Study and teaching (Secondary) Research"

1

Jarosz, Anna. "The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners." In Second Language Learning and Teaching, 73–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13892-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Liu, Enshan, and Mingyu Li. "Enhancing Science Teacher Professional Development: Lessons from a Study of Misconceptions of Junior Secondary Biology Teachers." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 401–12. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chong, Eric K. M. "Teaching Global Citizenship Education with Empathy Model and Experiential Learning: Case Study of Action Research on Developing Empathy in a Hong Kong Secondary School." In Educating for the 21st Century, 303–25. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1673-8_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.

Full text
Abstract:
AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
APA, Harvard, Vancouver, ISO, and other styles
5

Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

Full text
Abstract:
AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
APA, Harvard, Vancouver, ISO, and other styles
6

Yoshihara, Nobutoshi, and Masahiro Kamata. "In-service education of primary and secondary science teachers in Japan: A case study of Tokyo Gakugei University." In Advances in Research on Teaching, 105–25. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s1479-3687(2013)0000020007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"Methodology and Research." In Computer Corpora and Open Source Software for Language Learning, 117–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3680-3.ch004.

Full text
Abstract:
This chapter will give insight to used methodology and analysis for interpretation of conducted in-depth interviews with language teachers in primary and secondary schools in Croatia. This research is a case study about perceptions, attitudes, emotions, knowledge, and suggestions about use and implementation of computer corpora in teaching language learning in primary and secondary schools. In-depth interviews were conducted with four teachers who explore their existing knowledge about corpus linguistics and computer corpora. The research is based on language teachers' thoughts and experiences of how computer corpora can be incorporated into the teaching process of language learning. Results are implications (e.g., advantages and obstacles) for inclusion of corpus-based teaching in primary and secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
8

Namboodhiri, Sobha D., and Raghavendra G. Rao. "Teaching Climate Change at Primary and Secondary Levels for Sustainable Development." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 241–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch012.

Full text
Abstract:
The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.
APA, Harvard, Vancouver, ISO, and other styles
9

Cunha, Ana Edite. "Assessing Teaching Practices Development With Multimodal Narratives." In Multimodal Narratives in Research and Teaching Practices, 231–50. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8570-1.ch011.

Full text
Abstract:
This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.
APA, Harvard, Vancouver, ISO, and other styles
10

Ngatia, David G., Patricia W. Wambugu, and J. Changeiywo. "Study on the Effects of Interactive Multimedia Simulation Advance Organisers Teaching Approach on Students’ Motivation to Learn Secondary School Physics." In Newest Updates in Physical Science Research Vol. 10, 155–65. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/nupsr/v10/2363f.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Biology Study and teaching (Secondary) Research"

1

Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

Full text
Abstract:
STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
APA, Harvard, Vancouver, ISO, and other styles
2

Oliveira, Paulo, and Diogo Figueiredo. "A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors." In The International Conference on Advanced Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icate.2019.04.266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vallejo, José Ramón, José Antonio González, Dídac Santos-Fita, Paulina R. Lezama-Núñez, and Emilio Costillo. "TRADITIONAL COSMETICS AS A TEACHING RESOURCE: THE SECONDARY EDUCATION STUDENT LEARNING CHEMISTRY AND BIOLOGY THROUGH ETHNOSCIENTIFIC RESEARCH." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wei-Jie, Yang. "A study of Web-based teaching and research activities in Primary and Secondary Schools." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056788.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Paidi, Noviana Hapsari, Bambang Subali, and Fitria Eka Cahya Astuti. "Teaching Performance of High School Biology Teachers in Applying TPACK: A Descriptive Study." In International Conference on Educational Research and Innovation (ICERI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200204.018.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karamitrou, Amalia. "EDUCATIONAL POLICY AND INNOVATION OF GREEK SECONDARY INTERCULTURAL EDUCATION: STUDY OF THE GREEK LANGUAGE TEACHING PROGRAMS IN THE CONTEXT OF INTERCULTURAL EDUCATION PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2733.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Han, Xiangcui. "Research and Practice of Public Ceramics Teaching Platform——Study On the Sharing of Primary and Secondary Schools and University Platforms." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nagel, Jacquelyn K. S., Robert L. Nagel, and Marjan Eggermont. "Teaching Biomimicry With an Engineering-to-Biology Thesaurus." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12068.

Full text
Abstract:
This paper presents research on the use of an engineering-to-biology thesaurus in an engineering classroom as an aid to teaching biomimicry. The leap from engineering to biological science has posed a challenge. Engineers often struggle with how to best use the vast amount of biological information available from the natural world around them. Often there is a knowledge gap, and terminology takes different meanings. Generally, the time required to learn and become fluent in biology poses too large a hurdle. The engineering-to-biology thesaurus was designed to allow engineers without advanced biological knowledge to leverage nature’s ingenuity during engineering design. The three key goals of this thesaurus are to (1) lessen the burden when working with knowledge from the biological domain by providing a link between engineering and biological terminology; (2) assist designers with establishing connections between the two domains; and (3) to facilitate biologically-inspired design. In this paper, the results of a pilot study as well as a second study are presented. The pilot study was used to craft instructional materials involving the engineering-to-biology thesaurus. In the second study, sophomore engineering students enrolled in a design course were given a design task to complete using the thesaurus. The task focused on biomimetic concept development for their course project — designing a human-powered vehicle for a person with cerebral palsy. Results of the design task are presented.
APA, Harvard, Vancouver, ISO, and other styles
9

Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.

Full text
Abstract:
The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
APA, Harvard, Vancouver, ISO, and other styles
10

Doyle Prestwich, Barbara. "Learning beyond the classroom - Importance of residential fieldcourses in teaching plant biology." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.28.

Full text
Abstract:
The establishment of physic gardens (gardens particularly focused on plants with medicinal properties) dates back to the middle of the 16th century and generally had strong links with university medical schools (Bennett, 2014). Wyse Jackson in 1999 described botanic gardens as ‘institutions holding documented collections of living plants for the purposes of scientific research, conservation, display and education’. In 2014, Bennet described the role of botanic gardens in university education as akin to learning in Paradise. By 2050 it is predicted that almost two thirds of the world’s population will live in an urban environment. This may have a huge impact on our ability to both experience and understand the natural world. Plants have a massive impact on the earth’s environment. This paper focuses on learning beyond the classroom in botanic & physic gardens and in industry settings using the annual Applied Plant Biology fieldcourse in UCC as a case study. The Applied Plant Biology residential fieldcourse has been running for the past five years (started in 2014) and takes place around Easter each year. I am the coordinator. It is a 5 day residential course for 3rd year Plant Science students. The learning outcomes of the fieldtrip state that; students should be able to discuss recent developments in industrial plant science research (facilitated in part by visits to a multinational (Syngenta) and smaller family owned companies (Tozers)); be able to explain worldwide plant conservation approaches and plant biodiversity in the context of different plant ecosystems and anthropogenic environmental impacts through engagement with such centers of excellence as Kew Botanic Gardens in London, Kew’s Millenium Seedbank Wakehurst in Sussex and the Chelsea Physic Garden in central London.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Biology Study and teaching (Secondary) Research' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography