Relevant bibliographies by topics / Biology textbook

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  2. Dissertations / Theses
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Academic literature on the topic 'Biology textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Biology textbook"

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Hidayati, Irma, Abdullah ,, and Mustafa Sabri. "IDENTIFIKASI MISKONSEPSI SISTEM SARAF PADA BUKU TEKS BIOLOGI KELAS XI." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 3, no. 1 (2017): 39. http://dx.doi.org/10.22373/biotik.v3i1.990.

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This study entitled “Identifying the misconceptions in nervous system in12th Grade of biology textbook” aims to identify misconception on biology textbooks’ about nervous system. The method of the research was descriptive. The objects of the research were 7 of biology textbooks for grade xi published within the last 5 years. The national education regulation no. 1 year 2011, 4 january 2011 states that the textbook used at school should be at least in the last 5 years. The instrument used were observation sheet to compare the concept of the investigated book to the foreign source textbook as guidance. The results showed that there were misconceptions in the material of nerve system contained in 7 textbooks investigated, they were in the concept of structure and function of nervous, impuls, central nervous system and peripheral nervous system.
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Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, et al. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS." Revista Brasileira de Medicina do Esporte 28, no. 4 (2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.

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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.
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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 (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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Mohammad Salameh Alamyreh, Mohammad Salameh Alamyreh. "Content Analysis of Developed Science Textbooks (Collins) for the Tenth Grade in Jordan in View of the Constructivism Theory : تحليل محتوى كتب العلوم المطورة (كولينز) للصف العاشر الأساسي في الأردن في ضوء مبادئ النظرية البنائية". مجلة العلوم التربوية و النفسية 5, № 42 (2021): 108–94. http://dx.doi.org/10.26389/ajsrp.c230521.

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The study aimed to analyze the content of developed science textbooks (Collins) for the tenth grade in Jordan: Physics, Chemistry, Biology, and Geology and Environment. the study has used the analytical descriptive approach, for achieving the objective of the study the researcher has made a content analysis tool of the principles of constructivism theory that include the following five principles: Prior Knowledge, Knowledge Building, Change of Knowledge Structure, Confronting Situation, and Social Negotiation. The results that the percentage of the principles of the constructivism theory are as follows: Physics textbook (28.57%), Geology and Environment textbook (25.21%), Biology textbook (24.28%), and Chemistry textbook (21.84%). And the study recommended conducting more studies to identify the principles of the constructivism theory in textbooks and other academic grades.
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Vashchenko, Lidiia, and Olena Karbovanets. "THE ROLE OF BIOLOGY TEXTBOOKS IN THE FORMATION OF STUDENT’S ABILITY TO ESTABLISH CAUSE-AND-EFFECT LINKS." Continuing Professional Education: Theory and Practice, no. 1 (2022): 104–11. http://dx.doi.org/10.28925/2312-5829.2022.12.

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The article presents the results of the analysis of school biology textbooks for 9th grade, related to their ability to form cause – effect relationships in students of general secondary education in biology lessons. Causality is presented as a connection between events, where one event is the cause and the other is the consequence. The analysis of biology textbooks on the possibility of forming cause-and-effect relationships was carried out according to the following criteria: structuring the main content of the textbook, its systematization and classification; the use of terms and concepts that form the foundation of each subject, act as the main form of knowledge and thinking of students in the subject area; types of tasks as mandatory components of the methodological apparatus of the biology textbook. Analysis of biology textbooks gives grounds to conclude that each of them has certain features, forms, methods that contribute to the formation of students’ cause-effect relationships. However, in no textbook we have not observed a comprehensive construction of content based on the disclosure of cause and effect relationships of biological processes, natural phenomena. The problem of selection and selection of the main, establishing causal links between the structure and function of objects and processes in biology textbooks needs to be studied and solved. Building the content of the textbook on the basis of causal relationships will contribute to the formation of causal thinking, more effective study of the subject, its unloading, the ability of students to correlate causal relationships in natural processes with their own lives.
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Vashchenko, Lidiia, and Olena Karbovanets. "THE ROLE OF BIOLOGY TEXTBOOKS IN THE FORMATION OF STUDENT’S ABILITY TO ESTABLISH CAUSE-AND-EFFECT LINKS." Continuing Professional Education: Theory and Practice, no. 1 (2022): 104–11. http://dx.doi.org/10.28925/1609-8595.2022.1.12.

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The article presents the results of the analysis of school biology textbooks for 9th grade, related to their ability to form cause – effect relationships in students of general secondary education in biology lessons. Causality is presented as a connection between events, where one event is the cause and the other is the consequence. The analysis of biology textbooks on the possibility of forming cause-and-effect relationships was carried out according to the following criteria: structuring the main content of the textbook, its systematization and classification; the use of terms and concepts that form the foundation of each subject, act as the main form of knowledge and thinking of students in the subject area; types of tasks as mandatory components of the methodological apparatus of the biology textbook. Analysis of biology textbooks gives grounds to conclude that each of them has certain features, forms, methods that contribute to the formation of students’ cause-effect relationships. However, in no textbook we have not observed a comprehensive construction of content based on the disclosure of cause and effect relationships of biological processes, natural phenomena. The problem of selection and selection of the main, establishing causal links between the structure and function of objects and processes in biology textbooks needs to be studied and solved. Building the content of the textbook on the basis of causal relationships will contribute to the formation of causal thinking, more effective study of the subject, its unloading, the ability of students to correlate causal relationships in natural processes with their own lives.
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Sefer, Jasmina, Emilija Lazarevic, and Jelena Stevanovic. "Textbook language: Incentive or obstacle." Zbornik Instituta za pedagoska istrazivanja 40, no. 2 (2008): 347–68. http://dx.doi.org/10.2298/zipi0802347s.

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The criticism of the current language in school textbooks indicates the gravity of this problem in our environment and the need to solve it. The first step in approaching this problem is studying the reception of primary school textbooks. In the first part of the paper we discuss all primary school textbooks from the fifth to the eighth grade with regard to the frequency of textbook usage and the perception of the difficulty of textbook language. In the second part of the paper there is an additional analysis of history, geography, biology, physics and chemistry textbooks from the fifth to the eighth grade with regard to the reasons for which pupils find them difficult. This preliminary research comprised in total 120 pupils from an urban school, thirty from each fifth to eighth grade. We analyzed the textbooks of the Institute for Textbook Publishing and Teaching Aids, which are used most frequently in our educational practice, and hence can represent the general situation of the problem. Bearing in mind the limited size of the sample of pupils, the results are used only as an illustration and should encourage new studies on a more extensive sample. Textbook language is often difficult since it is mostly insufficiently comprehensible, longwinded and with many data. In natural sciences, physics and chemistry, pupils give up studying from the textbook. The textbooks in narrative subjects lead the way with respect to their usage, among which everybody finds history textbooks most difficult. Geography and biology textbooks were evaluated differently, depending on the grade and success of the pupils declaring themselves. The results present a guideline to the current and new writers of our textbooks, critics and publishing houses.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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MAKAON, Hussein Salim. "CRITERIA FOR IMPROVING THE QUALITY OF THE BIOLOGY TEXTBOOK FOR THE SCIENTIFIC SIXTH GRADE (AN EVALUATION STUDY)." International Journal of Humanities and Educational Research 03, no. 06 (2021): 467–79. http://dx.doi.org/10.47832/2757-5403.6-3.35.

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This research aims to build criteria for improving the text book quality and to Identify the extent in which criteria might be implied in the Biology textbook, might be implied in the Biology textbook for the 6th Grade, to achieve the research objectives, the researcher depend on the description method and the questionnaire as the research instrument which consisted of (7) fields: the introduction, the educational objectives, the scientific content, the activities, the photos - figures - tables, the evaluation methods, the artistic editing. It includes (99) criteria. Reliability and validity have been affirmed. The number of individuals is (1950) and the sample of the research is (331) as teachers and s supervisors for biology, they were chosen randomly who represented the Iraqi governorates of 2017. The research has concluded that the biology textbook has achieved most of quality criteria with admission of weakness in criteria of introduction and activities. The researcher recommends to adopt criteria of textbook quality which adopted by this research and to reconsider the reorganizing the textbook and to take in consideration of the practical aspect. The researcher suggests to n evolutions to other Biology Textbook to get the specialties in authorizing Textbooks‎.
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Dissertations / Theses on the topic "Biology textbook"

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Abdella, Ali Suleman. "An analysis of the Eritrean grade 9 biology textbook." University of the Western Cape, 2000. http://hdl.handle.net/11394/6594.

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Magister Philosophiae - MPhil
Teachers, during various seminars, workshops and departmental meetings, continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teachers concerns has provided a necessary stimulus for embarking on this research which sought to determine the role, quality readability and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test and Word Difficulty Index were used to collect the data. The interview and questionnaires provided information on how the textbook was being used by both teachers and students. In addition they provided information about quality of the textbook and its relevance to the daily life experiences of the students. Moreover, Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine quality of the textbook were found to be poor except the physical features and organisation. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendation to writers on how to improve the quality of the textbook. The results obtained in this study are by no means exhaustive. Finally, areas warranting further investigation are suggested.
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Granquist, Anna, and Eva Mårdfjäll. "Jag trivs bäst när havet svallar, och måsarna ger skri : En textanalytisk studie av biologisk mångfald i läroböcker." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1223.

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Biological diversity is one out of four dimensions, characterizing the subject of Biology ac-cording to the school curriculum. As a concept, biological diversity had its break through at the UN environmental conference in Rio de Janeiro in 1992, where the convention about bio-logical diversity, named CBD, was signed. According to the convention, almost all the na-tions of the world have engaged themselves to preserve the national diversity of species, in-cluding the diversity of genetics and ecological systems.

This thesis focuses the biological diversity from the perspective of school books. The aim is to find out how the biological diversity is presented in biology books for students aged 12-15 years.

In 1994, the current Swedish secondary and high school curriculum called LPO-94 was pre-sented. The biology books used in this study were published between 1994 and 2007, all of them exist in many editions and are published by three different publishers.

The conclusion of the study is that all the biology books that were examined have reached different levels of the development in the field of biological diversity.

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Nielsen, Kirstin. "Creationism as a social movement : the textbook controversy." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544150.

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The purpose of this thesis was to analyze the rhetoric of the Creationist-evolutionist textbook controversy. In Chapter II, Leland Griffin's approach to the study of historical movements was used concomitantly with Thomas Kuhn's ideas concerning scientific revolution to explore the first research question: What changes have occurred in the persuasive success rate of the Creationists' textbook battle as it has moved from its stance of "the good versus the evil" toward the stance of the scientist, (including scientific methods of reasoning and observation)?Chapter III explored the second research question: Do the new persuasive tactics, the use of scientific vocabulary, grammar, and forms of argument, provide more effective persuasive persuasive methods than did the earlier approaches. This chapter examined the evolutionary content of secondary school biology textbooks, and in particular, estimated the impact of change in Creationist persuasive tactics used since 1968 upon the content and marketing of secondary biology textbooks. The textbook studies supported the contention that the bifurcated movement has been highly successful. Evolutionary coverage has decreased in biology textbooks since 1968 while biblical creation has seen a definite increase.Currently, however, the two Creationist fronts face a new challenge as their polar views have been observed together in recent legal battles. This polarity in approach has already proven detrimental to the Creationists in recent trials. Chapter IV discussed the implications of this bifurcation of the Creationist Movement. Further, the implications of the current rhetorical crisis were examined. It was recommended that research be continued examining the rhetorical strategies used by the Creationists since 1963. Also, further research in the area of textbook analysis was deemed necessary.
Department of Speech Communication
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Barbosa, Tercio Augusto Penteado 1979. "Historicidade e atualidade do estudo da célula nos livros didáticos de ciências do ensino fundamental." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253957.

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Orientador: Eduardo Galembeck
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T19:06:58Z (GMT). No. of bitstreams: 1 Barbosa_TercioAugustoPenteado_M.pdf: 4688716 bytes, checksum: 2bb450c8f464324b5c030e751371737d (MD5) Previous issue date: 2014
Resumo: Considerando a importância das células como unidades fundamentais da vida, estas se tornam uma questão central no ensino de ciências, sendo um dos conceitos mais complexos para o aluno de ensino fundamental ao se iniciar o estudo dos seres vivos. A dificuldade de abstração dos estudantes para compreendê-las e contextualizá-las se torna frequentemente um problema, pois estes estão acostumados ao que é concreto em seu cotidiano, mas as células, pelo seu tamanho, somente são vistas com auxílio de microscópios. Portanto, é necessária uma ruptura com as ordens de grandeza e o senso comum dos estudantes, sendo essencial que entendam a importância das células para os seres vivos também através de uma perspectiva histórica. Para que isso ocorra, os estudantes devem substituir sua visão da ciência como uma coleção de fatos e teorias estagnadas pela compreensão de que o conhecimento científico é passível de contínua correção temporal. Atualmente diversas pesquisas mencionam a importância e a relevância da história da ciência nas salas de aula, nos diversos níveis de ensino, podendo esta ser um instrumento importante ao professor que, utilizando-se de fontes adequadas e atualizadas, pode promover aos seus alunos uma visão mais crítica em relação à ciência e a construção do conhecimento científico. Constatamos, nesta investigação, que ainda é pequena a presença desses conteúdos nas escolas. Isto se deve, principalmente, à escassez de material disponível, tanto ao professor quanto às escolas. Buscando superar esse hiato, realizamos uma extensa pesquisa bibliográfica da história do descobrimento das células, suas estruturas e funções, estabelecendo uma linha do tempo com diversos episódios históricos que permitiram o avanço do conhecimento sobre as células, evitando um recorte histórico comparativo entre os episódios. Em seguida, fizemos uma análise do conteúdo das coleções didáticas de ciências melhor avaliadas pelo PNLD do período 2011/2013, objetivando descrever a estrutura e o padrão de distribuição do conteúdo sobre células, destacando suas características e propriedades. Além disso, buscamos descrever as unidades e/ou capítulos específicos dessas obras didáticas que tratem a história do descobrimento e desenvolvimento dos estudos sobre células, buscando identificar o tipo de abordagem histórica (internalista ou externalista) presente nessas unidades e/ou capítulos, quando houve. Em nossa avaliação dos livros didáticos verificamos que há uma grande deficiência de conteúdos contextualizados sobre as células e sua historicidade. Acreditamos que uma abordagem que considere uma perspectiva histórica, e que relacione descobertas importantes com tecnologias presentes em nosso cotidiano, poderia contribuir de forma significativa com a compreensão dos conceitos fundamentais relacionados à biologia da célula compatíveis com o currículo de ciências do Ensino Fundamental
Abstract: Considering the importance of cells as the fundamental units of life, they become a central issue in science education, being one of the more complex concepts for student teaching in the beginning of living things study. The student's abstraction difficulty in understanding and contextualizing cells often becomes a problem, because they are accustomed to what is concrete in their daily lives, and cells, because of their size, are only seen with the aid of microscopes. Therefore, to break these orders of magnitude and common sense, it is essential that students understand the importance of the cells also through a historical perspective. Thus, it must be avoided the exclusive study of cell structures and teaching just the scientific results. For this to occur, students must replace their vision of science as a collection of facts and stagnant theories by a comprehension that scientific knowledge is subject to continuous temporal correctness. Currently, several studies mention the relevance and importance of science history in the classroom in various levels of education, which may be an important tool to the teacher that, using updated and appropriate sources, can promote in the students a more critical vision of science and the construction of scientific knowledge. We noticed, in this research, that such contents are poorly present in schools. This is mainly due to the scarcity of available material, both to teachers and schools. In order to overcome this gap, we conducted an extensive literature review of the history of cells discovery, their internal structures and functions, establishing a timeline with several historical episodes that allowed the advancement of knowledge about cells, avoiding a comparative historical view. Then we did a content analysis of the school textbooks best evaluated by the brazilian government PNLD science program (2011/2013), aiming to describe the structure and pattern of distribution of content over cells, highlighting its characteristics and properties. In addition, we seek to describe the units and/or chapter specific to those textbooks that address the history of the discovery and development of studies on cell, seeking to identify the type of historical approach (internalist or externalist) present in these units and/or chapters, when there. In our review of the textbooks we find that there is a great deficiency of contextualized content on cells and its historicity. We believe that an approach that considers a historical perspective, and linking major breakthroughs with technologies present in our daily lives, could contribute significantly to the understanding of the fundamental concepts related to cell biology compatible with the curriculum of elementary school science
Mestrado
Ensino de Ciencias e Matematica
Mestre em Multiunidades em Ensino de Ciências e Matemática
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Grener, Doreen Elaine. "A Content Analysis of Elementary Science Textbook Series From 1930 Through 1990 for The Presentation of The Principle of Humans as a Component of The Ecosystem /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933648650631.

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Coutinho, Cadidja. "ENSINANDO EVOLUÇÃO ATRAVÉS DE FILOGENIAS: CONCEPÇÕES DOS PROFESSORES E CONTRIBUIÇÃO DOS LIVROS DIDÁTICOS." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/6673.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Since evolution is considered the unifying thread for the biological sciences, biology Since evolution is considered the unifying thread for the biological sciences, biology education should have an evolutionary perspective in its various contents. To promote a coherent teaching and learning in biology, especially in the field of systematics and taxonomy of living beings, it is necessary to understand the dynamics of life guided by the evolutionary process. A real possibility of evolutionary approach is the use of cladograms in teaching topics such as zoology, botany and physiology, among others. The Phylogenetic Systematics is a methodology for classification of organisms that seeks to reflect the evolutionary history of groups and bring them together based on the degree of phylogenetic relatedness. The importance of Phylogenetic Systematics be effectively worked in schools in a clear and precise way, making integration with several other knowledge, pointed to the relevance of diagnosing different notions that teachers have regarding this topic and the contribution of textbooks. This study aims: 1) to investigate teachers' conceptions about concepts and relevance of biological evolution and phylogenetic systematics in teaching animal diversity; 2) consider whether to approach the subject in textbooks may contribute to the understanding of evolution as a dynamic and non-linear process, stimulating development of the tree thinking by the student; and 3) to prepare a model of activity on the subject for pedagogical practice of teachers. A survey of teachers used a quantitative and qualitative approach, through the analysis of a questionnaire applied to teachers of science and biology. For the analysis and interpretation of the data we used the technique of the Discourse of the Collective Subject,, which is a possibility of preliminary analysis of the reports of the subjects to select the participants central ideas. The questionnaire also contained questions related to the interpretation of phylogenies. The results showed that most teachers use the description of the morphological and physiological characteristics of animals in classes, as well as they recognize the importance of approaching evolution through the phylogenetic systematics, but have difficulty in interpreting and using this tool. The analysis of the textbooks showed that the works have important aspects, such as description of events and procedures for construction of cladograms, and can contribute to the teaching of the "thinking tree". The didactic material prepared in the form of a board game can be a tool to support classes on the subject. Thus, the analysis of the possibilities of use of phylogenetic systematics as didactic transposition method for teaching science held by the teacher and the textbook, based on evolutionary approach, revealed the need to contribute to a reflection of the teacher's pedagogic practice. Furthermore, the indispensability of charting new paths in teaching and learning process, consistent with current scientific knowledge.
Como a evolução é considerada a linha unificadora para as Ciências Biológicas, o ensino de Biologia deveria ter uma perspectiva evolutiva em seus diversos conteúdos. Para promover um ensino e aprendizagem coerente em Biologia, em especial na área da sistemática e taxonomia dos seres vivos, é necessário entender a dinâmica da vida orientada pelo processo evolutivo. Uma possibilidade real de abordagem evolutiva é a utilização de cladogramas no ensino de tópicos como zoologia, botânica e fisiologia, entre outros. A Sistemática Filogenética é uma metodologia de classificação dos organismos que busca refletir a história evolutiva dos grupos e reuni-los com base no grau de parentesco filogenético. A importância da Sistemática Filogenética ser efetivamente trabalhada nas escolas de forma clara e precisa, fazendo a integração com diversos outros conhecimentos, apontou para a pertinência de diagnosticar diferentes noções que professores têm a respeito deste tema e a contribuição dos livros didáticos. Este estudo tem como objetivos: 1) investigar as concepções dos professores sobre conceitos e relevância da evolução biológica e da sistemática filogenética no ensino da diversidade animal; 2) analisar se a abordagem do tema em livros didáticos pode contribuir para o entendimento da evolução como um processo dinâmico e não linear, estimulando o desenvolvimento do pensamento em árvore (tree thinking) por parte do aluno; e 3) preparar um modelo de atividade sobre a temática para prática pedagógica dos professores. A pesquisa com professores utilizou uma abordagem quanti-qualitativa, tendo como instrumento de coleta um questionário aplicado a professores de Ciências e Biologia. Para a análise e interpretação dos dados foi utilizada a técnica do Discurso do Sujeito Coletivo, sendo esta uma possibilidade de análise preliminar dos relatos dos sujeitos para selecionar as ideias centrais dos participantes. O questionário aplicado também continha questões relacionadas à interpretação de filogenias. Os resultados mostraram que a maioria dos professores utiliza a descrição das características morfológicas e fisiológicas no estudo dos animais, reconhece a importância de abordagem evolutiva através da sistemática filogenética, mas tem dificuldade de interpretação e uso dessa ferramenta. A análise dos livros didáticos mostrou que as obras apresentam aspectos relevantes, como descrição de acontecimentos e procedimentos para construção de cladogramas, podendo contribuir com o ensino do pensamento em árvore . O material didático elaborado em forma de jogo de tabuleiro pode representar uma ferramenta de apoio docente nas aulas sobre o assunto. Dessa forma, a análise das possibilidades de uso da sistemática filogenética como método de transposição didática para o ensino de Ciências, realizada pelo professor e pelo livro didático, pautado numa abordagem evolutiva, revelou a necessidade de contribuir para uma reflexão da prática pedagógica do professor. Além disso, a imprescindibilidade de traçar novos caminhos no processo ensino e aprendizagem, compatíveis com o conhecimento científico atual.
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REZENDE, PATRICIA ALMEIDA DE. "MULTIMODALITY IN BIOLOGY TEXTBOOKS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5841@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Os livros didáticos modernos constituem-se num objeto de estudo valioso para o lingüista por serem elaborados a partir de múltiplas modalidades semióticas e porque, em geral, são gêneros disciplina-específicos. Entretanto, no que tange à disciplina de Biologia, ainda há poucos estudos que exploram a interação entre as modalidades verbal e visual nos livros de Ensino Médio e, até o momento, nenhum trabalho de natureza contrastiva foi realizado no Brasil sobre esse aspecto. Na presente análise, investigam-se os tipos de representação visual e o modo de estabelecimento da relação entre figuras e o texto verbal associado em dois livros didáticos de Biologia do Ensino Médio, um brasileiro e outro norteamericano. Este estudo baseia-se principalmente nos pressupostos teóricos de Kress e van Leeuwen (1996, 2001) e inspira-se nos trabalhos de Myers (1997) e Nascimento (2002). Implícita nesses pressupostos está a abordagem sistêmicofuncional de Halliday e Hasan (1976) e de Halliday (1994). Os resultados desta pesquisa revelam que, dentre outros mecanismos, a coesão lexical exerce importante papel na interação entre o componente verbal das figuras, o texto principal e as legendas em ambos os livros analisados. Dentre as diferenças encontradas nos dois livros, destacam-se as representações visuais distintas referentes a um mesmo tópico, o modo de referenciação às figuras no texto, a função das legendas e a proporção de utilização de termos técnicos na coesão intermodal. Esses resultados mostram que existem variações no gênero livro didático de Biologia quanto ao modo de utilização dos mecanismos de interação entre figuras e texto verbal, que podem estar relacionadas com os propósitos dos autores. Isso pode ter importantes implicações para o ensino da Biologia e de Inglês para fins específicos, pois auxilia na conscientização de educadores e alunos sobre a necessidade de se levar em consideração os meios de interação entre as linguagens visual e verbal na interpretação e produção dos textos multimodais próprios de cada comunidade discursiva.
Modern textbooks are valuable as a research object in applied linguistics because they usually present their content through multiple semiotic modalities and because in general they are discipline-specific genres. However, concerning the discipline of Biology, there are still few studies that exploit the interaction between verbal and visual languages in highschool textbooks and, up to the moment, no contrastive works on this topic have been published in Brazil. For this reason, the goal of the present study is to investigate the types of visual representations and the strategies that establish the interaction between pictures and verbal text used in two highschool-level Biology textbooks, a Brazilian and a North-American one. This study is based mainly on Kress and van Leeuwen s (1996, 2001) theory of multimodality and is inspired in Myers (1997) and Nascimento s (2002) previous works. This theoretical basis presupposes Halliday and Hasan s (1976) and Halliday s (1997) systemic- functional approach to text. The results of this investigation reveal that, among other mechanisms, lexical cohesion has an important role in the interaction between the verbal element in images and the verbal language of the corresponding texts and captions in both books. Among the differences found between these two books, there are the different visual representations concerning the same topic, the way pictures are referred to in the text, the role of the captions and the proportion of technical terms used in intermodal cohesion. These results show that there are intrageneric variations in the use of such resources that are probably due to the authors purposes. The findings may have important implications for the teaching of Biology and of English for specific purposes. They may enhance the awareness of educators and students about the need of taking the interaction between visual and verbal languages into consideration for the appropriate interpretation of texts and for the production of multimodal texts specific to each discursive community.
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Roma, Vanessa Navarro. "Os livros didáticos de biologia aprovados pelo programa nacional do livro didático para o ensino médio (PNLEM 2007/2009): a evolução biológica em questão." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-31052012-104844/.

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As pesquisas sobre o ensino da evolução biológica e as teorias evolutivas dos últimos 30 anos apontam para obstáculos no processo de ensino e aprendizagem, desde a Educação Básica até a Superior, em vários países. Dos diferentes aspectos relevantes sobre a evolução biológica investigados até o presente momento a dissertação visou responder a pergunta: como a evolução biológica e as teorias evolutivas se apresentam na organização dos nove livros didáticos de Biologia avaliados e recomendados pelo Programa Nacional do Livro Didático para o Ensino Médio 2007/2009? Objetivou-se, assim: (1) descrever a estrutura e o padrão de distribuição do conteúdo biológico compartilhado entre os nove livros didáticos de Biologia destinados ao ensino médio avaliados e recomendados pelo PNLEM (2007/2009) destacando a evolução biológica e Teorias Evolutivas; (2) descrever as unidades e/ou capítulos específicos dessas obras didáticas que tratem a evolução biológica e as teorias evolutivas como objeto de estudo; (3) localizar conceitos evolutivos pré-determinados ao longo de todas as obras didáticas amostradas de forma a identificar o padrão de distribuição dos assuntos que associem diretamente à evolução biológica. Para a execução do trabalho o quadro metodológico baseou-se na pesquisa qualitativa com as seguintes etapas: (1) levantamento do nome das unidades, capítulos, tópicos e sub-tópicos dos livros didáticos amostrados; (2) caracterização dos capítulos específicos por meio de categorias adaptadas da literatura; (3) localização de termos (unidades perceptíveis) diretamente relacionados aos conceitos evolucionismo, evolução biológica, seleção natural, adaptação biológica, ancestralidade, variação genética e filogenia no texto principal dos capítulos específicos e não-específicos da amostra.
During the last 30 years, the research about teaching of biological evolution and evolutionary theories, points out to obstacles in the process of teaching and learning. This can be noted from elementary school level all the way through college level education, and it is present in several countries. Despite others aspects of biological evolution so far investigated, this dissertation is aimed to answer the following question: How are biological evolution and evolutionary theories presented in the organization of the nine Biology textbooks that have been evaluated and recommended by the Brazilian National Program for High School Textbooks (PNLEM 2007/2009)? To answer this question, this study is intended to do the following: (1) Describe the structure and distribution pattern of biological content shared among the nine high school biology textbooks evaluated and recommended by PNLEM (2007/2009), highlighting the biological evolution and evolutionary theory. (2) Describe the sections and/or specific chapters of these textbooks that approach biological evolution and evolutionary theories as objects of study. (3) Localize the evolutionary concepts predetermined over all the textbooks surveyed, to identify the distribution pattern of matters directly involving biological evolution. In order to achieve the goals of the present work, a methodological framework based on a qualitative approach was established by using the following steps: (1) Identification of the name of the sections, chapters, topics and subtopics of the sampled textbooks. (2) Characterization of the specific sections through categories adapted from the literature. (3) Localization of terms (perceptible units) directly related to the concepts evolution, biological evolution, natural selection, biological adaptation, ancestry, genetic variation and phylogeny in the main body of the specific and non-specific sections of the sample textbooks.
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Ekström, Andrea. "Vad är viktigt? : Läroboken i biologi som förmedlare av kunskapsideal kring innehåll och mening." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21416.

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The aim for this paper has been to examine three textbooks designed for science education in upper secondary school in order to determine whether they convey any specific attitudes regarding what is considered to be ideal knowledge within the field of biology. The main focus has been to investigate if different types of design strategies have been used to emphasize certain values or attitudes and if this proves to be the case, how is this achieved specifically?                       For this purpose I have conducted several different qualitative linguistic analyses of the textbooks. The theoretical framework for the analyses lies within the main field of critical linguistics and more specifically in the context of systemic functional linguistics. The two main language models I have chosen to use for my investigations are functional grammar and multimodal text analysis.                       My results imply amongst other things that by conducting an overall assessment of the headlines in the textbooks a fair assessment can be made of which overall attitudes the books convey. Another founding that has proven to be of relevance is the multimodal analysis of the introductory chapter within each textbook. This chapter conveys more than anything else the true attitudes the authors have, not only towards the school subject itself but also, to the reader. Furthermore, the overall language use in the introduction significantly reveals the textbooks approach and usability as an educational tool.
Min ambition med denna uppsats har varit att analysera tre olika läroböcker i gymnasiekursen Biologi 1 för att undersöka vad och hur de förmedlar kunskapsideal kring innehåll och mening. Jag har velat undersöka om det finns skillnader i de olika böckernas didaktiska designstrategier och vad dessa eventuella skillnader har för olika betydelsepotentialer. För att försöka få svar på mina frågor har jag genomfört min undersökning i flera steg. Inledningsvis jämförde jag de olika böckernas övergripande struktur och innehåll. Därefter har jag ställt dessa resultat i relation till vad kursplanen i ämnet specificerar som centrala innehåll och slutligen genomförde jag en komparativ multimodal kompositionsanalys av introduktionskapitlet samt avsnittet i vardera boken som beskriver cellens uppbyggnad Den teoretiska utgångspunkten för läroboksanalyserna i denna uppsats ligger inom huvudområdet kritisk lingvistik och mer specifikt inom ramen för systemisk-funktionell lingvistik. De två vägledande språkteorierna och modellerna som jag använde mig av var funktionell- och multimodal textanalys. Resultaten indikerar att det går att göra en initial bedömning av lärobokens ”värdegrund” genom att lägga tid på att uppmärksamma några av de referenspunkter som jag har använt mig av. Rubrikerna har visat sig vara bra värdemätare för olika inställningar och framförallt förekomsten av frågeställningar och enstaka ord i rubrikerna. Introduktionskapitlet avslöjar mer än vad producenterna troligen inser angående bokens inställning till såväl läsaren som ämnet. Dock indikerar det generella språkbruket mer än allt annat vilken relation boken öppnar för gentemot läsaren samt även vilket ansvar den är beredd att ta för att fungera som ett pedagogiskt verktyg.
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Santos, Lindomar Gomes dos. "Obstáculos epistemológicos presentes nos livros didáticos de biologia do PNLD 2015: um estudo sobre transporte celular." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8930.

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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This research is constituted of critical-theoretical reflections on the importance that the concepts of Cellular Transportation (CT) have for the teaching and learning of Biology in High School through a pedagogical resource very present in the school practice, the textbook (TB). Through the LDs offered to the Brazilian high school for the teaching of biology, this paper aims to elucidate the possible epistemological obstacles (EOs) coined by Bachelard, based on the analysis of conceptual and illustrative elements related to TC content. Starting with this reference, 7 priori categories were established for the verification of the 9 works approved in the PNLD: Obstacle to First Experience, Obstruction of General Knowledge, Verbal Obstacle, Obstacle Unitary and Pragmatic Knowledge, Substancialist Obstacle, Realistic Obstacle and Animist Obstacle. We observed how these books presented the content, their language, the forms of exhibition of figures and examples. If these modes of approach, could be constituted as EOs or corroborate for the appropriation of knowledge by students. The choice of CT content for analysis is due to the fact that this is one of the important topics related to the cell. Understanding that not understanding their functioning mechanisms, even in the first year of high school can contribute to generate simplified and misleading visions about biological knowledge and that can accompany students, not only throughout their academic or academic trajectory, but also their lives. From the examination of the 9 works it can be noted that there are incidence of several EOs in the biology TBs of the PNLD 2015. The animistic and realistic EOs presented a higher incidence in the analyzed collections.
Esta pesquisa se constitui de reflexões crítico-teóricas sobre a importância que os conceitos de Transporte Celular (TC) têm para o ensino e aprendizagem de Biologia no Ensino Médio através de um recurso pedagógico muito presente na prática escolar, o livro didático (LD). Através dos LDs oferecidos à escola pública brasileira do Ensino Médio para o ensino de Biologia, este trabalho tem por objeto elucidar, a partir da análise de elementos conceituais e ilustrativos referentes ao conteúdo de TC, os possíveis obstáculos epistemológicos (OEs) cunhados por Bachelard. Partindo-se desse referencial estabeleceu-se 7 categorias a priori para a verificação das 9 obras aprovadas no PNLD: Obstáculo a Experiência Primeira, Obstáculo Conhecimento Geral, Obstáculo Verbal, Obstáculo Conhecimento Unitário e Pragmático, Obstáculo Substancialista, Obstáculo Realista e Obstáculo Animista. Observamos como estes livros apresentavam o conteúdo, a sua linguagem, as formas de exposição de figuras e exemplos. Se tais modos de abordagem, poderiam se constituir como OEs ou corroborar para a apropriação de conhecimento pelos alunos. A escolha do conteúdo de TC para análise se deve ao fato, deste ser um dos importantes temas relativos à célula. Entendendo que não compreensão de seus mecanismos de funcionamento, ainda no primeiro ano do Ensino Médio pode contribuir para geração de visões simplificadas e deturpadas acerca do conhecimento biológico e que poderão acompanhar os alunos, não apenas ao longo de sua trajetória escolar ou acadêmica, mas ao longo de suas vidas. A partir do exame das 9 obras pode-se notar que há incidência de vários OEs nos LDs de biologia do PNLD 2015. Os OEs animista e realista apresentaram maior incidência nas coleções analisadas.
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Books on the topic "Biology textbook"

1

Wardhan, Rashmi, and Padmshree Mudgal. Textbook of Membrane Biology. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7101-0.

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A textbook of human biology. 3rd ed. Pergamon Press, 1986.

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Tay, Beverly. Biology insights 'O' level [textbook]. Pearson Longman, 2007.

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E, Read P., ed. The biology of horticulture: An introductory textbook. 2nd ed. J. Wiley, 2005.

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Preece, John E. The biology of horticulture: An introductory textbook. Wiley, 1993.

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Larry, Jameson J., and Ausiello D. A, eds. Textbook of molecular medicine. Blackwell Scientific, 1997.

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Narasimham, K. A. Textbook of oyster biology and culture in India. Directorate of Information and Publications of Agriculture, 2007.

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IntroBooks. Biology Textbook. Independently Published, 2019.

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Nason, Alvin. Biologia / Textbook of Modern Biology. Editorial Limusa S.A. De C.V., 2005.

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Klipp, Edda, Axel Kowald, Christoph Wierling, and Wolfram Liebermeister. Systems Biology: A Textbook. Wiley & Sons, Incorporated, John, 2016.

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Book chapters on the topic "Biology textbook"

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O'Toole, E. A. "Molecular Biology." In Rook's Textbook of Dermatology. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444317633.ch11.

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Rajalingam, Raja, Qiuheng Zhang, J. Michael Cecka, and Elaine F. Reed. "Transplant Antigen Biology." In Textbook of Organ Transplantation. John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118873434.ch4.

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Henriksen, Nadia A., Kristian K. Jensen, and Lars N. Jorgensen. "The Biology of Hernia Formation." In Textbook of Hernia. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43045-4_1.

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Alves-Lopes, Rheure, Rhian M. Touyz, and Augusto C. Montezano. "Cell Biology of Vessels." In Textbook of Vascular Medicine. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16481-2_3.

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Heideman, Daniëlle A. M., Maaike C. G. Bleeker, Hashim Uddin Ahmed, et al. "Molecular Biology of Penile Cancer." In Textbook of Penile Cancer. Springer London, 2011. http://dx.doi.org/10.1007/978-1-84882-879-7_2.

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Rodney, Simon N., Andrew Feber, Asif Muneer, and John D. Kelly. "Molecular Biology of Penile Cancer." In Textbook of Penile Cancer. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33220-8_5.

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Fanale, Daniele, Juan Lucio Iovanna, Antonio Giordano, Antonio Russo, and Viviana Bazan. "Tumor Biology and Natural History." In Practical Medical Oncology Textbook. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56051-5_2.

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Cameron, Alan C., Rhian M. Touyz, and Ninian N. Lang. "Vascular Biology of Cancer Chemotherapeutic Drugs." In Textbook of Vascular Medicine. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16481-2_24.

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Mountford, Joanne C., and Kim A. Connelly. "Stem Cell Biology and the Cardiovascular System." In Textbook of Vascular Medicine. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16481-2_4.

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Doorbar, John. "Natural History and Biology of Human Papillomaviruses." In Textbook of Penile Cancer. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33220-8_3.

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Conference papers on the topic "Biology textbook"

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Dewi, VC, E. Susantini, and S. Poedjiastoeti. "PRELIMINARY STUDY OF STUDENT EXPERIENCES IN USING BIOLOGY TEXTBOOK BASED ON COLLABORATIVE LEARNING MODEL TO PRACTICE SCIENTIFIC LITERACY SKILLS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7114.

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Science literacy skills are needed in 21st century learning. As a developing country, schools in Indonesia should create learning that is able to practice these skills. The learning strategy that requires students to explore and use scientific knowledge to solve problems is collaborative learning. The collaborative learning model is suitable for learning that is closely related to environmental problems, one of which is biology. Therefore, this study aims to determine the level of understanding of students related to biology (ecosystem) material, to find out students' experiences related to-based textbooks collaborative learning, and to find out the conditions of biology learning that have been applied in schools. This type of research is descriptive quantitative. The research subjects were 30 students of SMAN 1 Ngunut. Data collection techniques were carried out by observation, tests, and questionnaires. The sample of respondents was taken by purposive sampling on the advice of the Biology teacher. The results of this study are as follows: 1) In terms of the level of understanding related to biological material (ecosystem), it is classified as lacking. 2) Students' experiences in learning biology so far have never found the collaborative learning textbook. 3) Learning activities to practice scientific literacy skills are rarely carried out. After adding up the average percentage of each indicator, it is known that the students' understanding is still in the lacking category with a percentage of 44.8%, so that better knowledge and readiness are still needed so as to be able to achieve the 21st century learning goals. One of the steps to solve this problem is to use learning resources that train a lot of scientific literacy skills. The majority of teachers through the survey also agree that the limitations of learning media to train scientific literacy skills can be circumvented by developing textbook-based collaborative learning. Therefore, it can be concluded that textbooks based on collaborative learning model need to be developed. Keywords: textbook, collaborative learning, ecosystem, scientific literacy
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Chaudhri, Vinay K., Andrew Goldenkranz, Richard Fikes, and Patrice Seyed. "What is hard about representing biology textbook knowledge." In the sixth international conference. ACM Press, 2011. http://dx.doi.org/10.1145/1999676.1999717.

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Smerdel, Snježana, and Meliha Zejnilagić-Hajrić. "PRE-LEARNING ACTIVITIES USING A TEXTBOOK: A CROATIAN VIEW." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.125.

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A pilot research was carried out on a sample of teachers in order to determine the frequency of textbook usage within the pre-learning strategy for teaching chemistry and biology in primary and secondary schools. Data were collected through a questionnaire, and processed with descriptive and inferential statistics. Teachers use a textbook with written materials, as well as online resources within the frame of the pre-learning strategy quite rarely, and there is no difference in textbook usage regarding the education level. Keywords: cognitive load, pre-learning activities, using a textbook, working memory capacity.
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Xu, Tao, Xu Wang, Jiabao Wang, and Yun Zhou. "From Textbook to Teacher: an Adaptive Intelligent Tutoring System Based on BCI." In 2021 43rd Annual International Conference of the IEEE Engineering in Medicine & Biology Society (EMBC). IEEE, 2021. http://dx.doi.org/10.1109/embc46164.2021.9629483.

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5

Okada, M., M. O'Brien, and M. Okada. "IntroStat: a hypertext-based electronic textbook to introduce fundamental methods of biomedical statistics." In 15th Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE, 1993. http://dx.doi.org/10.1109/iembs.1993.978726.

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Suci, Putri Islamiah, and Dwi Hilda Putri. "The Development of Microbiology Textbook on the Microorganism Classification Subject for Biology Students of Universitas Negeri Padang Using Science Technology Society (STS) Approach." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.040.

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Hybšová, Aneta. "STATISTICS IN BRITISH AND CZECH BIOLOGY TEXTBOOKS." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.011.

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Sunarmi and Dwi Arianita Wulan Sari. "The biology high school textbook’s errors." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043281.

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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. 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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Utami, Riani K., and Agung W. Subiantoro. "Visual Representations Analysis of Senior High School Biology Textbooks About Plants’ Structure and Function." In 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210305.019.

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