Relevant bibliographies by topics / Biology training / Journal articles
To see the other types of publications on this topic, follow the link: Biology training.

Journal articles on the topic 'Biology training'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Biology training.'

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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Khaidarovna, Raupova Mekhrinigor. "Types of natural science training for biology specialists." International Journal of Pedagogics 5, no. 2 (2025): 68–75. https://doi.org/10.37547/ijp/volume05issue02-20.

Full text
Abstract:
The article presents a comprehensive structure for training biologists, covering fundamental theoretical, practical laboratory, field, research, methodological, information and communication, innovative, entrepreneurial, ecological and environmental training. The goals, content, methods and technologies of each type of training are described, which allows to form a comprehensively developed specialist, capable of successfully working in various fields of biology and solving complex problems facing modern society. The proposed structure involves the integration of various types of training throughout the entire training, as well as taking into account the individual needs and interests of students.
APA, Harvard, Vancouver, ISO, and other styles
2

Yuniarti, Anisyah, Eko Sri Wahyuni, Afandi Afandi, et al. "Pelatihan Pembuatan Media Pembelajaran Biologi Berbasis Augmented Reality dengan Menggunakan Assemblr EDU Untuk Guru Di MGMP Biologi Kota Pontianak." Jurnal Pengabdian Pada Masyarakat 10, no. 1 (2025): 240–48. https://doi.org/10.30653/jppm.v10i1.1109.

Full text
Abstract:
Era globalisasi menuntut guru untuk beradaptasi menggunakan media pembelajaran berbasis teknologi. Guru biologi di kota Pontianak sudah memanfaatkan media pembelajaran namun belum pernah menggunakan media pembelajaran berbasis augmented reality (AR) dalam proses pembelajaran. Tujuan pengabdian kepada masyarakat (PKM) ini adalah untuk melakukan pelatihan pembuatan media pembelajaran biologi berbasis augmented reality dengan menggunakan assemblr EDU bagi guru di MGMP biologi kota Pontianak. Metode PKM yaitu dengan melakukan kegiatan sosialisasi, pelatihan, dan pendampingan. Peserta PKM berjumlah 20 orang guru Biologi yang tergabung dalam MGMP biologi kota Pontianak. Tahap sosialisasi, guru dijelaskan mengenai media pembelajaran biologi berbasis augmented reality. Tahap pelatihan dilakukan dengan mendemonstrasikan cara pembuatan media pembelajaran biologi berbasis augmented reality dengan menggunakan aplikasi assemblr EDU kepada guru. Tahap pendampingan, guru membuat sendiri media sesuai dengan materi yang diinginkan dan dibimbing oleh narasumber secara langsung. Setelah selesai mengikuti pelatihan ini, guru dapat membuat media pembelajaran biologi berbasis augmented reality dengan assemblr EDU dan guru dapat menggunakannya dalam pembelajaran biologi. The era of globalization requires teachers to adapt to using technology-based learning media. Biology teachers in Pontianak city have utilized learning media but have never used augmented reality (AR)-based learning media in the learning process. The purpose of this community service (PKM) is to conduct training in making augmented reality-based biology learning media using assemblr EDU for teachers at the Pontianak city biology MGMP. The PKM method is to conduct socialization, training, and mentoring activities. PKM participants numbered 20 biology teachers who are members of the Pontianak city biology MGMP. In the socialization stage, teachers were explained about augmented reality-based biology learning media. The training stage was carried out by demonstrating how to make augmented reality-based biology learning media using the assemblr EDU application to teachers. In the mentoring stage, teachers made their own media according to the desired material and were guided directly by the resource person. After completing this training, teachers can make augmented reality-based biology learning media with assemblr EDU and teachers can use it in biology learning.
APA, Harvard, Vancouver, ISO, and other styles
3

Raxataliyevna, Imomaliyeva Lola. "APPLICATION OF METACOGNITIVE TECHNOLOGIES IN TRAINING FUTURE BIOLOGY TEACHERS." International Journal of Pedagogics 3, no. 10 (2023): 62–67. http://dx.doi.org/10.37547/ijp/volume03issue10-12.

Full text
Abstract:
Metacognition, the awareness and regulation of one's cognitive processes, plays a pivotal role in effective learning and teaching methodologies. This article explores the integration of metacognitive technologies into the training of future biology teachers, aiming to enhance their pedagogical prowess and adaptability within the dynamic field of biology education. Metacognitive technologies offer a framework for understanding and enhancing cognitive strategies, enabling aspiring biology educators to reflect on their teaching methods critically. By delving into the nuances of metacognition, educators can cultivate an environment conducive to refined teaching strategies, adaptive problem-solving, and improved student engagement. The article examines various metacognitive technologies such as interactive online platforms, virtual classrooms, and data analytics, emphasizing their potential to elevate the methodological training of future biology teachers. The insights derived from this exploration shed lighton the transformative role that metacognitive technologies can play in shaping the next generation of biology educators, fostering a more enriched and effective teaching-learning experience.
APA, Harvard, Vancouver, ISO, and other styles
4

Torti, Frank M., Dario Altieri, James Broach, et al. "Ph.D. Training in Cancer Biology." Cancer Research 68, no. 22 (2008): 9122–24. http://dx.doi.org/10.1158/0008-5472.can-08-2626.

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

Tsuraya, Faridah, Umi Novita Fitriah, Widya Krestina, and Fadhila Aziz. "PELATIHAN PENGAMATAN DAN IDENTIFIKASI FITOPLANKTON AIR RAWA GAMBUT SEBAGAI UPAYA PENINGKATAN KETERAMPILAN PRAKTIKUM GURU BIOLOGI SE-KOTA PALANGKARAYA." JMM (Jurnal Masyarakat Mandiri) 8, no. 1 (2024): 965. http://dx.doi.org/10.31764/jmm.v8i1.20284.

Full text
Abstract:
Abstrak: Praktikum biologi merupakan kegiatan yang penting dalam memberikan pemahaman dan pengalaman nyata kepada mitra sasaran didik. Salah satu kendala dalam praktikum biologi adalah kurangnya pihak sekolah dalam mengirim guru-guru biologi untuk mengikuti kegiatan pelatihan yang dapat meningkatkan kompetensinya. Solusi dari permasalahan tersebut adalah dengan memberikan pelatihan kepada guru biologi terkait dengan beberapa topik praktikum biologi, seperti pengamatan dan identifikasi fitoplankton dari air rawa gambut. Tujuan dari pengabdian masyarakat ini adalah memberikan pelatihan pengamatan dan identifikasi fitoplankton air rawa gambut untuk guru biologi SMA Se-Kota Palangka Raya. Metode yang digunakan pada pengabdian ini adalah pemaparan materi, diskusi, praktikum, dan monitoring dan evaluasi kegiatan. Praktik mencakup pengambilan sampel, pengamatan, serta identifikasi fitoplankton yang dilaksanakan di laboratorium. Kegiatan pelatihan dilakukan pada bulan November 2023 dengan 14 orang mitra sasaran. Hasil pelatihan menunjukkan adanya peningkatan wawasan dan keterampilan mitra sasaran dalam kegiatan sampling dan pengamatan fitoplankton air rawa gambut yang ditunjukkan dengan kenaikan rata-rata 30 angka dari pre test ke post test untuk keseluruhan mitra sasaran.Abstract: Experiments in biology is an important activity in providing real understanding and experience to students. One of the obstacles in the experiment was the lack of schools in sending biology teachers to participate in training activities that can improve their competence. Solution to this problem is to provide training to biology teachers related to several biology experiment topics, such as observation and identification of phytoplankton in peat swamp water. The purpose of this community service was to provide training on the observation and identification of phytoplankton in peat swamp water for high school biology teachers in Palangkaraya to improve practical skill in biology. The methods used in this community service were the presentation of material, discussion, practices, monitoring and evaluation of activities. Practices included sampling activity, observation, and identification of phytoplankton in the laboratory. Training activities were conducted in November 2023 with 14 participants. The results of the training showed an increase in participants' knowledge and skills in sampling and observing peat swamp water phytoplankton with an average of 30 numbers from pretest to post test for all participants.
APA, Harvard, Vancouver, ISO, and other styles
6

Adnan, Adnan, Nani Kurnia, Muliana Muliana, and Suhardi Aldi. "PELATIHAN DIGITALISASI ASESMEN UNTUK ALUMNI JURUSAN BIOLOGI FMIPA UNM." Jurnal Abdi Negeriku 2, no. 2 (2023): 1. http://dx.doi.org/10.35580/jan.v2i2.51869.

Full text
Abstract:
Abstrak Telah dilaksanakan pelatihan asesmen digital untuk alumni jurusan Biologi FMIPA UNM. Kegiatan pelatihan ini dilaksankan pada 19 Juni 2023. Pelatihan dilaksankan selama 1 hari dengan jumlah peserta 35 orang. Pelaksanaan kegiatan pelatihan dilakukan di Aula Laboratorium Kebun Percobaan Biologi. Metode pelatihan yang digunkana adalah metode tanya jawab, diskusi, demonstrasi, dan latihan praktik menggnanakn Platform digital. Hasil pelaksanaan pelatihan pembuatan asesmen digital tersebut dinilai dengan berdasar pada respon peserta pelatihan. Respond peserta pelatihan menggunakan angket tertutup dengan skala likert dan memiliki 25 pernyataan. Penilaian dilakukan terhadap hasil respon dari pernytaan yang diberikan pada angket tersebut. Hasil penilaian menunjukkan bahwa respon peserta pelatihan pada setiap pernyataan dianggap postif atau baik. Hal itu menunjukan bahwa pelatihan pembuatan asesmen digital memiliki hasil yang baik untuk diiplementasikan oleh para alimni jurusan Biologi sebagai bekal untuk evaluasi pembelajaran.Kata kunci: Asesmen digital, Alumni, BiologiAbstract Digital assessment training has been conducted for alumni of the Biology Department of FMIPA UNM. This training activity was carried out on 19 June 2023. The training was held for 1 day with 35 participants. The implementation of training activities was carried out in the Biology Experimental Garden Laboratory Hall. The training methods used are question and answer methods, discussions, demonstrations, and practical exercises to create digital platforms. The results of the implementation of the training on making digital assessments were assessed based on the responses of the training participants. The trainees' responses used a closed questionnaire with a Likert scale and had 25 statements. The assessment was carried out on the response results of the statements given in the questionnaire. The assessment results showed that the responses of the trainees on each statement were considered positive or good. It shows that the training on making digital assessments has good results to be implemented by the alimni majoring in Biology as a provision for learning evaluation.Keywords: Digital assessment, Alumni, Biology
APA, Harvard, Vancouver, ISO, and other styles
7

Solihat, Rini, Nuryani Y. Rustaman, Ari Widodo, and Mr Saefudin. "PREFERENSI DAN PERSEPSI PERSONAL PESERTA TERHADAP KONTEN BIOLOGI YANG MENJADI FOKUS PENELITIAN SELAMA MENGIKUTI PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (2015): 204. http://dx.doi.org/10.18269/jpmipa.v20i2.586.

Full text
Abstract:
204This paper presents results of study on the development of professional training program participants’ personal perceptions and preferences toward biology content which were used as their research subject along the program. This longitudinal study was carried out in one of universities which conducted professional training program. As many as 23 participants have an undergraduate degree in biology and did have not educational research experience. The main data source for this sequential exploratory research design was participants’ classroom action research document which was analyzed along the program. Questionnaire on biological content capabilities was used as an additional instrument to identify participant’s personal perception. Results showed that biology content themes used are always changing. Personal perception of participants according to biology content also varied. In addition, biology content chosen as research focus was not related with the level of complexity of the content and participants self-efficacy.Keywords: biology content, teacher professional training program, research focus ABSTRAKArtikel ini menyajikan hasil penelitian tentang perkembangan preferensi dan persepsi personal peserta program pendidikan profesi guru. Penelitian longitudinal ini dilakukan di salah satu universitas penyelenggara pendidikan profesi guru biologi di Indonesia selama satu setengah tahun. Sejumlah 23 peserta program pendidikan profesi guru biologi yang menjadi subyek penelitian ini memiliki latar belakang akademik sarjana biologi dan tidak memiliki pengalaman melaksanakan penelitian pendidikan. Dokumen rancangan dan laporan penelitian tindakan kelas peserta selama mengikuti pendidikan profesi guru merupakan sumber data utama penelitian yang menggunakan desain penelitian campuran tipe eksploratori sekuensial. Kuesioner tentang kemampuan konten biologi merupakan instrumen pendukung yang digunakan dalam penelitian ini. Hasil menunjukkan bahwa preferensi tema konten biologi peserta selalu berubah. Persepsi personal peserta terhadap konten biologi yang dipilihnya sebagai fokus penelitian juga bervariasi. Sebagai tambahan, pemilihan konten yang dijadikan fokus penelitian tidak terkait dengan kepercayaan diri peserta terhadap pemahaman konten yang dimilikinya.Kata kunci: program pendidikan profesi guru, fokus penelitian, konten biologi
APA, Harvard, Vancouver, ISO, and other styles
8

Hanurani, Hikmawati. "INTEGRASI LITERASI INFORMASI PADA PENDIDIKAN DAN PELATIHAN JARAK JAUH PENDALAMAN MATERI BIOLOGI MADARASAH ALIYAH." JPPS (Jurnal Penelitian Pendidikan Sains) 10, no. 1 (2020): 1874. http://dx.doi.org/10.26740/jpps.v10n1.p1874-1888.

Full text
Abstract:
Abstract This study aims to find out how the integration of information literacy substnce in distance training on biological substance for Madrasah Aliyah (MA) in improving information literacy skills in MA biology teachers. In this study the teacher participated in Distance Training on MA biological material that was integrated with information literacy substance. The research sample consisted of 26 participants in Distance Training in Biology Substance for Biology Teacher Aliyah Madrasah in the Bandung Religious Education Training Center originating from the Ministry of Religion of West Java Province. The research design used was pre-experimental design with one group pretest-posttes design. The design procedure of this study was to take the 1st measurement on the subject (pretest) on the ability of mastery of information literacy, then the subject was treated for a certain period (exposure) through education and training in e-learning based distance training deepening of Biology Substance. The second measurement (posttest) was carried out after the treatment was given, and the prestest measurement results were compared with the results of the posttest measurements, using the t-test statistical test. Based on the t-test it can be concluded that "There is a significant difference in the results of self-assessment of information literacy between before and after doing Distance Learning Training".Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana integrasi materi literasi informasi pada kurikulum pendidikan dan pelatihan Diklat jarak jauh (DJJ) pendalaman materi biologi Madrasah Aliyah (MA) dalam meningkatkan keterampilan literasi informasi pada guru biologi MA. Dalam penelitian ini guru mengikuti Diklat Jarak Jauh Pendalaman materi biologi MA yang diintegrasikan dengan materi literasi informasi. Sampel penelitian berjumlah 26 orang peserta Diklat Jarak Jauh Teknis Substantif Pendalaman Materi Biologi Bagi Guru Biologi Madrasah Aliyah di Balai Diklat Keagamaan Bandung yang berasal dari Lingkungan Kementerian Agama Provinsi Jawa Barat. Desain penelitian yang digunakan adalah pre-eksperimental dengan desain One group pretest-posttes design. Prosedur desain penelitian ini adalah melakukan pengukuran ke-1 pada subyek (pretest) terhadap kemampuan penguasaan literasi informasi, kemudian subjek diberi perlakuan untuk jangka waktu tertentu (exposure) melalui pendidikan dan pelatihan diklat jarak jauh pendalaman materi biologi MA berbasis e-learning yang terdiri dari tiga kegiatan belajar. Pengukuran ke-2 (posttest) dilakukan setelah perlakuan diberikan, dan hasil pengukuran prestest dibandingan dengan hasil pengukuran posttest, menggunakan uji statistik Uji-t. Berdasarkan uji-t dapat disimpulkan bahwa “Terdapat perbedaan yang signifikan hasil penilaian diri penguasaan literasi informasi antara sebelum dan sesudah melakukan pembelajaran Diklat Jarak Jauh”
APA, Harvard, Vancouver, ISO, and other styles
9

Pearson, W. R. "Training for bioinformatics and computational biology." Bioinformatics 17, no. 9 (2001): 761–62. http://dx.doi.org/10.1093/bioinformatics/17.9.761.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

ZURER, PAMELA. "NIH unit begins chemistry-biology training." Chemical & Engineering News 70, no. 15 (1992): 44. http://dx.doi.org/10.1021/cen-v070n015.p044.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Facciotti, Marc T. "Training Interdisciplinary Scientists for Systems Biology." Journal of Investigative Medicine 57, no. 2 (2009): 471–73. http://dx.doi.org/10.2310/jim.0b013e31819825e3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Ongarov, Mansurbek Bayrambekovich. "The System Of Training And Development Of Field Practice In Biology." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 171–77. http://dx.doi.org/10.37547/tajssei/volume03issue03-23.

Full text
Abstract:
This article describes the system of field practice, the place of field practice; the content of the methods studied during the field trips is described. During the internship, students were also given the skills to capture and anesthetize invertebrates found in the aquatic environment and on land, and to use them in the evening classes of the internship.
APA, Harvard, Vancouver, ISO, and other styles
13

Hall, Eric J., and Juliana Denekemp. "Residency training in radiation oncology; radiation biology and cancer biology." International Journal of Radiation Oncology*Biology*Physics 24, no. 5 (1992): 847–49. http://dx.doi.org/10.1016/0360-3016(92)90455-q.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Anjarwati, Sulis, Kusuma Wardany, and Fitri April Yanti. "Lokakarya dan Pelatihan Pembuatan Preparat Biologi bagi Guru-Guru SMA di Lampung Timur." Sasambo: Jurnal Abdimas (Journal of Community Service) 2, no. 2 (2020): 57. http://dx.doi.org/10.36312/sasambo.v2i2.194.

Full text
Abstract:
Lokakaraya dan pelatihan pembuatan preparat biologi bagi guru-guru SMA bertujuan untuk melatih guru-guru membuat preparat awetan biologi yang penting dalam pelaksaaan praktikum biologi di sekolah. Khalayak sasaran dari pengabdian ini adalah guru-guru SMA biologi di Lampung Timur. Kegiatan pengabdian telah dilaksanakan pada tanggal 15 Oktober 2019 yang bertempat di Laboratorium SMA Negeri 1 Way Jepara, dengan diikuti oleh 26 orang peserta guru biologi SMA. Hasil evaluasi diperoleh hasil dan manfaat dari kegiatan pengabdian ini diantaranya adalah meningkatkan keterampilan guru- guru SMA dalam pembuatan preparat smear darah dan preparat awetan biologi sebagai media pembelajaran biologi. Kegiatan diharapkan kelak dapat membantu guru-guru biologi dalam mengembangkan media pembelajaran IPA sehingga mutu pembelajaran IPA dapat lebih meningkat.Workshop and Training on Making Biology Preparations for High School Teachers in East LampungAbstractThe workshop and training in making biological preparations for high school teachers aims to train teachers to make biological preparations that are important in the implementation of biology practices in schools. The target audience for this service is high school biology teachers in East Lampung. The dedication activity was carried out on October 15, 2019 which took place at the State High School Laboratory of 1 Jepara, with 26 participants participating in the high school biology teacher. The evaluation results obtained the results and benefits of this service include increasing the skills of high school teachers in making blood smear preparations and biological preservation preparations as media for learning biology. The activity is expected to be able to help biology teachers in developing science learning media so that the quality of science learning can be improved
APA, Harvard, Vancouver, ISO, and other styles
15

Galkina, Elena A. "Assessment procedures results of training in biology." Journal of Subject Didactics 2, no. 2 (2018): 109–14. https://doi.org/10.5281/zenodo.1239794.

Full text
Abstract:
The article describes the procedures for evaluating the results of training in biology. The mechanisms for monitoring the learning outcomes of a biology teacher are presented. Examples of algorithms for procedures for evaluating learning outcomes in biology are demonstrated.
APA, Harvard, Vancouver, ISO, and other styles
16

Egamberdiyeva, Lola Narmatovna. "Improving the methodological training of biology students." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 1268–70. http://dx.doi.org/10.5958/2249-7137.2022.00600.0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Coffey, Vernon G., and John A. Hawley. "Training for Performance: Insights From Molecular Biology." International Journal of Sports Physiology and Performance 1, no. 3 (2006): 284–92. http://dx.doi.org/10.1123/ijspp.1.3.284.

Full text
Abstract:
In this commentary the authors discuss the molecular basis of the training adaptation and review the role of several key signaling proteins important in the adaptation to endurance and resistance training.
APA, Harvard, Vancouver, ISO, and other styles
18

Baar, Keith. "Using Molecular Biology to Maximize Concurrent Training." Sports Medicine 44, S2 (2014): 117–25. http://dx.doi.org/10.1007/s40279-014-0252-0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Batut, Bérénice, Saskia Hiltemann, Andrea Bagnacani, et al. "Community-Driven Data Analysis Training for Biology." Cell Systems 6, no. 6 (2018): 752–58. http://dx.doi.org/10.1016/j.cels.2018.05.012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Solihat, Rini, Nuryani Y. Rustaman, Ari Widodo, and Saefudin Saefudin. "PREFERENSI DAN PERSEPSI PERSONAL PESERTA TERHADAP KONTEN BIOLOGI YANG MENJADI FOKUS PENELITIAN SELAMA MENGIKUTI PENDIDIKAN PROFESI GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 2 (2015): 204–11. http://dx.doi.org/10.18269/jpmipa.v20i2.36246.

Full text
Abstract:
ABSTRAKArtikel ini menyajikan hasil penelitian tentang perkembangan preferensi dan persepsi personal peserta program pendidikan profesi guru. Penelitian longitudinal ini dilakukan di salah satu universitas penyelenggara pendidikan profesi guru biologi di Indonesia selama satu setengah tahun. Sejumlah 23 peserta program pendidikan profesi guru biologi yang menjadi subyek penelitian ini memiliki latar belakang akademik sarjana biologi dan tidak memiliki pengalaman melaksanakan penelitian pendidikan. Dokumen rancangan dan laporan penelitian tindakan kelas peserta selama mengikuti pendidikan profesi guru merupakan sumber data utama penelitian yang menggunakan desain penelitian campuran tipe eksploratori sekuensial. Kuesioner tentang kemampuan konten biologi merupakan instrumen pendukung yang digunakan dalam penelitian ini. Hasil menunjukkan bahwa preferensi tema konten biologi peserta selalu berubah. Persepsi personal peserta terhadap konten biologi yang dipilihnya sebagai fokus penelitian juga bervariasi. Sebagai tambahan, pemilihan konten yang dijadikan fokus penelitian tidak terkait dengan kepercayaan diri peserta terhadap pemahaman konten yang dimilikinya. ABSTRACTThis paper presents results of study on the development of professional training program participants’ personal perceptions and preferences toward biology content which were used as their research subject along the program. This longitudinal study was carried out in one of universities which conducted professional training program. As many as 23 participants have an undergraduate degree in biology and did have not educational research experience. The main data source for this sequential exploratory research design was participants’ classroom action research document which was analyzed along the program. Questionnaire on biological content capabilities was used as an additional instrument to identify participant’s personal perception. Results showed that biology content themes used are always changing. Personal perception of participants according to biology content also varied. In addition, biology content chosen as research focus was not related with the level of complexity of the content and participants self-efficacy.
APA, Harvard, Vancouver, ISO, and other styles
21

Воробйова, О. М. "ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ БІОЛОГІЇ В КОНТЕКСТІ ЗАВДАНЬ КОМПЕТЕНТНІСНОГО ПІДХОДУ". Теорія та методика навчання та виховання, № 47 (2019): 17–25. http://dx.doi.org/10.34142/23128046.2019.47.02.

Full text
Abstract:
The article justifies the current trends of the future Biology teacher training in the context of tasks of outcome-based approach. It is proved that the functioning of the modern system of specialists training, raising social requirements for institutions of higher education determinates the necessity for highly qualified teachers who are able to organize the educational process creatively and achieve high quality results. It is established that the quality improvement of the future Biology teacher training is due to the possibility of mobile response of the educational process to the public needs, school needs, human needs. It is possible to implement the set of tasks by building a quality management system of the future teacher training, which is aimed at formation of key and special competences. Since Ukraine has been involved in Bologna Process (2005) and as provided for by the Berlin Communique (2003) and Lisbon Treaty (2007) the modernization of the higher education is started in our country. The main purpose of it is to realize a big number of innovations and the honored position among them is taken by competence-based approach. An important factor in developing of the future Biology teacher competence is the providing of whole new level of methodological disciplines studying, as the Biology teacher methodological training is a part of the general culture, which is also the main link of the general qualities structure, which is the basis of the modern teacher’s model. The professional competence of the Biology teacher is interpreted in the research as an integral, intellectual, personal, professional association, which starts formation in the process of professional teacher’s training in higher educational institutions, develops and improves in the process of professional activity. The article analyses the peculiarities of the regulatory support of outcome-based approach for Biology teacher training in the educational process of a pedagogical institution of higher education. There was studied the genesis of the introduction of outcome-based approach into the system of specialists training in institutions of higher education of Ukraine. The definition of such concepts as “teacher training”, “outcome-based approach”, "professional competence," general competence”, “special (subject) competences” was clarified. It was proved that the competence of a Biology teacher is an integrated structure, which is determined by a dynamic combination of general and special competences, which determine the effectiveness of professional activity of a specialist.
APA, Harvard, Vancouver, ISO, and other styles
22

Supiyanto, Supriyanto, Enung Siti Nurhidayah, Darimiyya Hidayati, et al. "Pelatihan Guru SMA: Identifikasi Potensi Rempah dan Jamu secara In Silico." Jurnal Pengabdian Pada Masyarakat 8, no. 4 (2023): 1008–13. http://dx.doi.org/10.30653/jppm.v8i4.481.

Full text
Abstract:
Peningkatan pengetahuan agroindustri jamu dan rempah sangatlah penting bagi masyarakat madura. Pengabdian masyarakat yang dilaksanakan oleh prodi TIP adalah pelatiahan penggunaan softwere berbasis web untuk identifikasi rempah dan jamu secara in silico kepada guru kimia dan biologi SMA di Kabupaten Pamekasan. Tujuannya untuk meningkatkan literasi digitalguru kimia dan biologi yang dapat mempermudah melakukan identifikasi potensi rempah dan jamu. Abdimas ini menggunakan metode pelatihan dan evaluasi kegiatan menggunakan kuesioner. Kegiatan abdimas ini sangat bermanfaat bagi guru kimia dan biologi karena dapat meningkatkan literasi digital dan dapat mempermudah melakukan identifikasi potensi rempah dan jamu dan secara umum para peserta pelatihan merasa puas dengan pelatihan ini baik dari topik, kompetensi narasumber, penyampaian materi, durasi materi maupun alat peraga pelatihan.
 
 The increasing knowledge of the herbs and spices agroindustry is very important for the people of Madura. In response, the TIP study program conducted a community service through training on web-based software in silico to identify the spices and herbs for high school chemistry and biology teachers in Pamekasan Regency. Its goal is to increase the digital literacy of chemistry and biology teachers to simplify the identification of potential spices and herbs. The training and evaluation based on questionnaires are used as the method. This ABDIMAS is very useful for chemistry and biology teachers since it improves digital literacy and makes identifying the potential of spices and herbs easier. In general, the trainees are satisfied with the topic, the resource person's competence, the material's delivery, the material's duration, and the training aids provided in this event.
APA, Harvard, Vancouver, ISO, and other styles
23

GAISINA, K. M. "IMPROVING THE PROFESSIONAL TRAINING OF FUTURE BIOLOGY TEACHERS." Bulletin of Academy of Pedagogical Scienses of Kazakhstan, no. 6 (2020): 104–18. http://dx.doi.org/10.51883/20704046_2020_6_104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

de Aquino, Rafael Santos, and Ana M. A. Carneiro-Leão. "Biology Teacher Training: Metacognitive Analysis to Praxis Reflection." International Journal for Cross-Disciplinary Subjects in Education 10, no. 2 (2019): 4048–57. http://dx.doi.org/10.20533/ijcdse.2042.6364.2019.0494.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Maloof, Joan, and Vanessa K. B. White. "Team study training in the college biology laboratory." Journal of Biological Education 39, no. 3 (2005): 120–24. http://dx.doi.org/10.1080/00219266.2005.9655978.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Ydyrys, Alibek, Sayagul Srail, Symbat Ydyrys, Zhandos Basygarayev, Askar Mautenbaev, and Tilek Baidaulet. "Training Biology in English Language in Kazakhstani Education." Universal Journal of Educational Research 7, no. 8 (2019): 1698–706. http://dx.doi.org/10.13189/ujer.2019.070808.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Holt, Emily A., Britt Fagerheim, and Susan Durham. "Online Plagiarism Training Falls Short in Biology Classrooms." CBE—Life Sciences Education 13, no. 1 (2014): 83–89. http://dx.doi.org/10.1187/cbe.13-08-0146.

Full text
Abstract:
Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.
APA, Harvard, Vancouver, ISO, and other styles
28

Venegas-Flores, RM, A. Gutierrez-Najar, J. Stern, JR Verez, and A. Hernandez-Denis. "Laparoscopic techniques in reproductive biology training in Mexico." Journal of the American Association of Gynecologic Laparoscopists 5, no. 3 (1998): S54. http://dx.doi.org/10.1016/s1074-3804(05)80427-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Waugh, David. "Training in zoo biology, captive breeding, and conservation." Zoo Biology 7, no. 3 (1988): 269–80. http://dx.doi.org/10.1002/zoo.1430070309.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Susilawati, Puspita Ratna, Maria Esterlita Beto Ladjar, Robertus Bangkit Pamungkas, Intan Putri Hapsari, Luisa Diana Handoyo, and Yoanni Maria Lauda Feroniasanti. "Pelatihan Praktikum Bioteknologi Sederhana: Pembuatan Kombucha untuk Guru Biologi MGMP Kota Yogyakarta." Prima Abdika: Jurnal Pengabdian Masyarakat 4, no. 3 (2024): 452–62. http://dx.doi.org/10.37478/abdika.v4i3.4567.

Full text
Abstract:
Biology education in secondary schools faces challenges in implementing practical work that is relevant to the learning material, one of which is biotechnology. Musyawarah Guru Mata Pelajaran (MGMP) Kota Yogyakarta, or the Yogyakarta Biology Teacher Working Group, has identified an urgent need for training in a biotechnology experiment that is simple, applicable, and takes place in the context of school and community learning. This Pengabdian kepada Masyarakat (PkM) or Community Service Activities provided an innovative solution in the form of applicable kombucha-making training for biotechnology-supported practical learning. The goal of this activity was to improve the Biology Teacher Working Group's ability to implement appropriate kombucha-making training to support the biotechnology learning experience. This activity was carried out using a training method. The training participants were 22 teachers from 10 schools around Yogyakarta. The implementation of the training included delivering materials, practicing making kombucha, and collecting data. The data collection instruments included test questions and questionnaires. The PkM activity of simple biotechnology practical training through making kombucha for the biology teachers of MGMP Kota Yogyakarta was successfully implemented following the objectives, namely improving the teachers’ competence in terms of knowledge and skills, especially in carrying out biotechnology experiments. The teachers' training provided them with theoretical and practical knowledge about making kombucha, as well as kombucha's benefits, which could be applied in the contexts of education and society. The training also met the partners' expectations, specifically by providing alternative practical themes that were part of the learning materials and could be implemented in schools with limited resources. The next step in this PkM activity is to collaborate with MGMP partners to organize simple and applicable practical training, so that the training's impact is greater. Practical training can be a way for universities to help teachers improve their skills.
APA, Harvard, Vancouver, ISO, and other styles
31

Beall, Cynthia M. "Human biology association guide to graduate programs and graduate training in human biology." American Journal of Human Biology 8, no. 1 (1996): 1–20. http://dx.doi.org/10.1002/(sici)1520-6300(1996)8:1<1::aid-ajhb1>3.0.co;2-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Shekhar, Shashank, Lian Zhu, Linas Mazutis, Allyson E. Sgro, Thomas G. Fai, and Marija Podolski. "Quantitative biology: where modern biology meets physical sciences." Molecular Biology of the Cell 25, no. 22 (2014): 3482–85. http://dx.doi.org/10.1091/mbc.e14-08-1286.

Full text
Abstract:
Quantitative methods and approaches have been playing an increasingly important role in cell biology in recent years. They involve making accurate measurements to test a predefined hypothesis in order to compare experimental data with predictions generated by theoretical models, an approach that has benefited physicists for decades. Building quantitative models in experimental biology not only has led to discoveries of counterintuitive phenomena but has also opened up novel research directions. To make the biological sciences more quantitative, we believe a two-pronged approach needs to be taken. First, graduate training needs to be revamped to ensure biology students are adequately trained in physical and mathematical sciences and vice versa. Second, students of both the biological and the physical sciences need to be provided adequate opportunities for hands-on engagement with the methods and approaches necessary to be able to work at the intersection of the biological and physical sciences. We present the annual Physiology Course organized at the Marine Biological Laboratory (Woods Hole, MA) as a case study for a hands-on training program that gives young scientists the opportunity not only to acquire the tools of quantitative biology but also to develop the necessary thought processes that will enable them to bridge the gap between these disciplines.
APA, Harvard, Vancouver, ISO, and other styles
33

Osterhage, Jennifer L., and Katherine Rogers-Carpenter. "Combatting Misinformation through Science Communication Training." American Biology Teacher 84, no. 7 (2022): 390–95. http://dx.doi.org/10.1525/abt.2022.84.7.390.

Full text
Abstract:
As the dual crises of the ongoing COVID-19 pandemic and worsening climate change show, the public must be accurately informed about science. However, many barriers hinder effective messaging about science to the public, including little formal communication training for scientists and an abundance of misleading information from nonscientific sources. Being able to communicate with the public is a vital skill that should be a formal component of scientific training. Here, we synthesize the rationale for incorporating public science communication into undergraduate biology programs and provide specific examples of curriculum efforts to improve undergraduates’ skills in this area. We review the literature about the importance of communicating scientific concepts to the public and previous efforts to integrate communication into biology curricula. Next, we provide examples of two courses aimed at developing public science communication skills and describe their integration into an undergraduate biology curriculum. We conclude with future directions and recommendations.
APA, Harvard, Vancouver, ISO, and other styles
34

Gaissina, Karlygash, Gulnara Tashenova, Elza Geldymamedova, Gulnar Tulindinova, Bayan Baimurzina, and Tatyana Gavrilova. "Methodology for improving the professional training of future biology teachers." Cypriot Journal of Educational Sciences 17, no. 9 (2022): 3034–47. http://dx.doi.org/10.18844/cjes.v17i9.8033.

Full text
Abstract:
The purpose of this research; The aim of this study is to get the opinions of prospective teachers about the methodologies for improving the professional education of future biology teachers . This research was designed in accordance with the qualitative research method. The study group of the research consists of 50 biology teacher candidates studying at universities in Kazakhstan. The data collection tool of the research is the semi-structured interview form developed by the researchers. Research data were analyzed by descriptive analysis method. In this direction, in this research; In this study, it was aimed to get the opinions of prospective teachers about the methodologies for improving the professional education of future biology teachers . As a result of the research; The majority of future biology teachers who participated in the research stated that they found their professional self-efficacy and educational development somewhat adequate. The vast majority of future biology teachers participating in the research; While they stated that they found their personal development sufficient, they also stated that they found their field-specific development somewhat sufficient. Keywords: Biology, prospective teachers, methodology
APA, Harvard, Vancouver, ISO, and other styles
35

Triantono, Rishal Rahmad, Muhammad Rivaldi, Bunga Ihda Norra, and Nisa Rasyida. "Development of Web-Based Media Integrated with 3D Models for Training Information Literacy." Biosfer: Jurnal Tadris Biologi 15, no. 1 (2024): 123. http://dx.doi.org/10.24042/biosfer.v15i1.19216.

Full text
Abstract:
One aspect that also influences learning is information literacy, which is one of the knowledge and skills of the 21st century. Based on the results of the needs analysis of XI MIPA students at Senor High School, the average score for information literacy skills only reached 33.74%. Apart from that, the implementation of information literacy is only limited to finding and using information obtained on the internet to complete assignments given by the teacher. This research aims to develop a web-based learning media integrated 3D models to train the information literacy skills called Biology Insight. The type of research used is Research and Development (R&amp;D), through the ADDIE development model. The data analysis technique used is descriptive analysis. The research results show that the Biology Insight web is declared very valid and suitable for use in the learning process of class XI MIPA students. This is proven by the validation results of media experts (88%) and material experts (97.5%), readability vi tests through Biology teacher responses (98.8%) and student responses on a small scale (87%).ABSTRAK: Salah satu aspek yang turut memengaruhi pembelajaran yaitu literasi informasi yang merupakan salah satu pengetahuan dan keterampilan abad ke-21. Berdasarkan hasil analisis kebutuhan terhadap siswa XI MIPA Sekolah Menegah Atas, nilai rata-rata keterampilan literasi informasi hanya mencapai 33,74%. Selain itu, implementasi literasi informasi hanya sebatas menemukan dan menggunakan informasi yang didapatkan diinternet. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis web terintegrasi model 3D untuk melatih kemampuan literasi informasi yang dinamakan Biology Insight. Jenis penelitian yang digunakan yaitu Research and Development (R&amp;D), melalui model pengembangan ADDIE. Teknik analisis data yang digunakan yaitu analisis deskriptif. Hasil penelitian menunjukkan bahwa web Biology Insight dinyatakan sangat valid dan layak untuk digunakan dalam proses pembelajaran siswa kelas XI MIPA. Hal ini dibuktikan dari hasil validasi ahli media (88%) dan ahli materi (97,5%), uji vi keterbacaan melalui respon guru Biologi (98,8%) dan respon siswa dalam skala kecil (87%).
APA, Harvard, Vancouver, ISO, and other styles
36

Baptista, Geilsa Costa Santos. "What is the Purpose of Ethnobiology in Biology Teacher Training?" Science Education International 29, no. 2 (2018): 96–102. http://dx.doi.org/10.33828/sei.v29.i2.4.

Full text
Abstract:
This article aims to discuss the purpose of ethnobiology in biology teachers’ training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyzes were conducted inductively, using categories based on the teachers’ answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students’ cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the biology teachers’ training guiding his/her practices and giving the opportunity to identify students’ cultural knowledge that can be used in an intercultural dialog with the biology taught in schools; hence, it is imperative to offer training courses for teachers as a starting point.
APA, Harvard, Vancouver, ISO, and other styles
37

Frolov, Dmytro. "THE ROLE OF STEM EDUCATION IN THE TRAINING AND RE-TRAINING OF BIOLOGY TEACHERS." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University, no. 5 (2022): 75–80. http://dx.doi.org/10.32782/1995-0519.2022.5.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Herbert, Alan. "Training your genome." Open Access Government 46, no. 1 (2025): 110–11. https://doi.org/10.56367/oag-046-11483.

Full text
Abstract:
Training your genome Founder and President of InsideOutBio, Alan Herbert, explores the evolving understanding of genome information storage, and the significance of repetitive sequences called flipons in genome training. These flipons can alter their shape without breaking DNA and are vital in cell biology, especially in responding to environmental stress. Our view of how genomes store information has rapidly changed. In the classical view, codons contain the important content. Each codon consists of three DNA bases uniquely mapped to an amino acid. The order of codons gives the position of amino acids in the protein product that determines its function. Mutations that change codons or their expression then cause disease. In this view, the repetitive sequences that comprise over 50% of the human genome are just a nuisance. They cause genomic instability by frequently breaking and disrupting DNA repair. However, some repeats are useful. For example, telomeric repeats help protect chromosome ends and prevent senescence, while those at centromeres play a role in cell division. Otherwise, most repeat sequences are confined by nucleosomal proteins to limit the harm that they can cause. Recently, a more nuanced understanding of how genomes work has emerged. With this new focus, repeats that dynamically change their conformation in a programmable manner play important roles in cell biology. This class of repeats is called flipons. They enable genomes to learn and optimize cell responses to environmental stressors.
APA, Harvard, Vancouver, ISO, and other styles
39

Becker, Lukas Bernhard, Virginia Deborah Elaine Welter, Ellen Aschermann, and Jörg Großschedl. "Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?" Education Sciences 11, no. 8 (2021): 438. http://dx.doi.org/10.3390/educsci11080438.

Full text
Abstract:
Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.
APA, Harvard, Vancouver, ISO, and other styles
40

Chapoo, Suriya, Kongsak Thathong, and Lilia Halim. "The development of teachers’ pedagogical content knowledge in teaching biology." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (2018): 133–40. http://dx.doi.org/10.18844/prosoc.v5i1.3395.

Full text
Abstract:
&#x0D; &#x0D; &#x0D; This paper examines the development of biology teachers’ pedagogical content knowledge (PCK). All participants were provided with PCK training activities to improve their understanding of PCK and ability in creating lesson plans according to content representation (CoRe). Research instruments used in this study were open-ended questionnaire, semi-structure interview, lesson plans, CoRe and pedagogical and professional-experience repertoire. The results of the PCK training programme indicated that before participation in the training workshop, three biology teachers lacked content knowledge in some specific topics of biology so that their teaching methods were not congruent with five components of PCK. After the PCK training programme, the three biology teachers understood more about biology contents and the five components of PCK. They realised the importance of the students’ prior knowledge and individual differences of learning styles as well as different biology conceptions. They focused on the inquiry-based learning in accord with the National Science Curriculum Standards.&#x0D; Keywords: Pedagogical content knowledge (PCK), content representations (CoRes), biology teachers, experience teachers.&#x0D; &#x0D; &#x0D;
APA, Harvard, Vancouver, ISO, and other styles
41

Aji, Oktira Roka, Ambar Pratiwi, Nurul Suwartiningsih, Sutan Nur Chamida Tri Astuti, and Nursyiva Irsalinda. "Virtual Biology Laboratory Training for High School Biology Teachers and Laboratory Technicians in Yogyakarta." Jurnal Abdimas 28, no. 2 (2024): 235–39. https://doi.org/10.15294/57867x61.

Full text
Abstract:
As the COVID-19 pandemic comes to an end, education has returned to normal with in-person learning. The good practices in online learning conducted during the pandemic can be maintained to support practical activities, for example, using a virtual laboratory. The limitations of laboratory facilities and the skills of educators and laboratory staff in developing practical materials have made Biology practicals minimal and monotonous. Based on discussions with partners, there is a main problem that needs to be addressed through this program, which is the limited laboratory facilities in terms of tools and materials, resulting in minimal implementation of Biology practical activities in schools. The objective of this community service is to enhance the knowledge, skills, and empowerment of Biology teachers at Muhammadiyah high schools in Yogyakarta City in conducting practicals using virtual labs. This community service method is carried out by training on Biology practical learning online using virtual labs. This program is conducted in several sessions, each lasting 200 minutes, from June to October. Each session consists of a pre-test, material delivery, Q&amp;A discussions, and a post-test. It can be concluded that the community service activities ran smoothly and provided benefits in the form of increased knowledge and skills of participants in Biology practical learning using virtual labs.
APA, Harvard, Vancouver, ISO, and other styles
42

Delebecque, Camille J., and Jim Philp. "Education and training for industrial biotechnology and engineering biology." Engineering Biology 3, no. 1 (2019): 6–11. http://dx.doi.org/10.1049/enb.2018.0001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Fa, John E., and Chris C. M. Clark. "Language and zoo biology training outcomes: A cautionary note." Zoo Biology 18, no. 1 (1999): 71–76. http://dx.doi.org/10.1002/(sici)1098-2361(1999)18:1<71::aid-zoo8>3.0.co;2-k.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Medler, David A., and Michael R. W. Dawson. "Training redundant artificial neural networks: Imposing biology on technology." Psychological Research 57, no. 1 (1994): 54–62. http://dx.doi.org/10.1007/bf00452996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

Gaissina, Karlygash, Zhumadil Childibaev, Galiya Tatarinova, Amantai Kunakbayev, and Gulnar Tashenova. "On improving the professional training of future biology teachers." Scientific Herald of Uzhhorod University Series Physics, no. 55 (December 19, 2023): 137–46. http://dx.doi.org/10.54919/physics/55.2024.14lb6.

Full text
Abstract:
Relevance. Higher education is designed to transfer to the student the knowledge, skills, and abilities in a particular field, promote the formation of humanistic values, broaden the student’s horizons, develop his/her ability to make creative solutions, and practice self-study. Professional training of future biology teachers shifts the focus to upbringing, developmental functions of education, the formation of a future teacher's personality, his/her holistic spiritual and moral development, high psychological stability, and readiness for the profession. Purpose. The study aimed to develop and substantiate the professional training of future teachers when studying pedagogical, methodological, and natural disciplines in pedagogical universities to promote the development of cognitive and professional interest of graduates, the formation of deep and persisting knowledge, and activate their professional self-determination. Methodology. We have identified the main directions for the formation of professional qualities of students in the upbringing and training process and during production practice (visits to the best schools; conducting lectures, practical and laboratory classes with the elements of profiling; the use of professional literature, elective courses, etc.). Results. Professional training of future biology teachers allows the subject of activity to reach the level that is legally required and sufficient for pedagogical activity. Conclusions. A 21st-century teacher should possess the following qualities: reflectivity in thinking and practical activity; tolerance; affection, love, tenderness; interest in technology and digital information; global awareness.
APA, Harvard, Vancouver, ISO, and other styles
46

Peng, Bo, Xiaojie Xu, Nongyi Zheng, et al. "Investigation and Analysis of Vocational Training and Professional Identity of Biology Teachers in Southern Henan." Journal of Educational and Developmental Psychology 9, no. 2 (2019): 172. http://dx.doi.org/10.5539/jedp.v9n2p172.

Full text
Abstract:
In order to effectively investigate the current professional status of biology special post teachers in the southern of Henan Province (Southern Henan), this study used the method of interviews and questionnaires to investigate and analyze the current situation of biology special post teachers in Southern Henan from the aspects of vocational training and professional identity. The results showed that: (1) Satisfaction with vocational training is still acceptable, all of them can participate in certain training, but the training policy and system need to be improved, the level of training is limited, the training opportunities are not balanced, and the training time and content need to be optimized. (2) Career identity is generally satisfactory, proud, respected and enthusiastic in teaching. It can promote the growth and development of students, but the suggestions of special post teachers have not been adopted in time. In view of the above findings, this paper puts forward some countermeasures for the professional development of biology special post teachers in Southern Henan, in order to provide theoretical basis for the follow-up study on the professional aspects of biology special post teachers, and also provide important information for the professional development of rural special post teachers.
APA, Harvard, Vancouver, ISO, and other styles
47

Li, Xin Wen. "A Method of the New Physical Training - The Living Creature Measures a Method's." Advanced Materials Research 181-182 (January 2011): 1059–63. http://dx.doi.org/10.4028/www.scientific.net/amr.181-182.1059.

Full text
Abstract:
The topic set pass 14 sport member's cent stages to the electronics science and technology university basketball brigade particularly item the physical training process carry on follow, and measure to train the physique result and the biology index sign that each time of process correspond, find out to train process in the variety regulation of the biology index sign cause by the variety of[with] the athlete physique result, draw a variety curve.On this foundation, to experiment set of the training process adoption"living creature measure method" carry on instruction and adjust to control, the biology index sign corresponds while studying particularly an item physique result variety of variety, according to the variety of the biology index sign adjust training programme, choice science of the physical training method and means, reasonable the arrangement train quantity and strength;Combine the nourishment and reply plan of the establishment science, adjust to control the athlete physical training process, make particularly item the physical training is fine to the different individual, train of the quantity and strength just like it divide, acquire the best training result thus.
APA, Harvard, Vancouver, ISO, and other styles
48

GH, Muliana, Dian Dwi Putri USP, Adnan Adnan, Abd Muis, and Andi Farida Arsal. "Pelatihan Pemanfaatan Lingkungan Sekolah sebagai Sumber Belajar IPA – Biologi di MTS Arifah Gowa." Ininnawa : Jurnal Pengabdian Masyarakat 2, no. 1 (2024): 11–17. https://doi.org/10.26858/ininnawa.v2i1.1281.

Full text
Abstract:
Awareness is needed for teachers and educators in the use and utilization of the school environment as a learning resource for Biology Science. This way, teachers can become more creative in utilizing the environment as a learning source. A training on the utilization of the school environment as a learning resource for Biology Science has been conducted for teachers at MTS Arifah Gowa. The training took place on September 14, 2024. It spanned a one-day duration with 17 participants, all teachers. The training activities were held in the meeting room of Madrasah Arifah Gowa. The training methods employed included socialization and presentation, question and answer sessions, and discussions. The training's effectiveness was evaluated using a closed questionnaire with a Likert scale consisting of 25 statements. Assessment was based on the participants' responses to the statements provided in the questionnaire. The assessment results indicated that the participants' responses to each statement were positive or favorable.
APA, Harvard, Vancouver, ISO, and other styles
49

Ungarbayeva, Gulshat, Saltanat Ibadullayev�, Gulzhan Balykbayeva, Gulmira Nazarova, and Almagul Berdenkulova. "Research competence in the context of training future biology teachers." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 16, 2024): 94–102. http://dx.doi.org/10.54919/physics/56.2024.9kdt4.

Full text
Abstract:
Relevance. The relevance of this study is due to the fact that in the process of implementing the competency-based approach, students' research activity becomes one of the leading ones in the structure of the future teacher's preparedness for professional activity. Purpose. The purpose of this article is to reveal the process of formation of research competence in biology students in the process of mastering the discipline of "Biology Practice". The question of the formation of research competence is put forward as one of the most relevant requirements for graduates of higher education who train specialists in pedagogical specialties. Methodology. In the course of the study, theoretical methods such as analysis, synthesis, generalization and empirical methods were used, consisting of questionnaires and tasks aimed at determining the level of experience in research activities, helping to consider the situation in the study of the formation of research competence of biology students, leading to a comprehensive review of the situation in the study of the formation of research competence in biology students. Results. During the ascertaining stage of the study it was found that students have low and average levels of research competencies. To solve the problem of research training of biology students, a laboratory practice was developed and introduced into the educational process, by the end of which the students of the experimental group showed an increase in the level of research competencies. The role of laboratory practice in the formation and development of research activities of undergraduate biologists is determined. The data obtained are compared with international practice. Conclusions. The conducted research gives grounds to conclude that the developed laboratory practice helped students to master research competencies, which are represented by methodological knowledge and skills, as well as the technique of conducting the most important laboratory research. Keywords: research activity; research competencies; laboratory competencies; activity component of research competence; educational process
APA, Harvard, Vancouver, ISO, and other styles
50

Nazarova, G. A., G. E. Sadykanova, and A. Zh Berdenkulova. "THE CONTENT OF RESEARCH TASKS USED IN THE COURSE OF COMPREHENSIVE FIELD PRACTICE IN BIOLOGY." Bulletin of the Korkyt Ata Kyzylorda University 60, no. 1 (2022): 99–106. http://dx.doi.org/10.52081/bkaku.2022.v60.i1.012.

Full text
Abstract:
This article discusses issues related to the methodology of organizing a comprehensive field training practice of students in the specialty "Biology". Field training practice in the specialty 6B01517 - " Biology" is conducted comprehensively in the disciplines of "Soil Science","Plant physiology","Genetics","Methods of teaching biology" and "Evolution". In field training practice in biological disciplines, the requirements for the preparation of research assignments are systematized. In addition, the content of the stages of students' activities in the process of performing educational research tasks is described. In a comprehensive field training practice, the content of tasks is given, which should set the student a task that he must solve, and teach him to solve it with the help of appropriate experiments and observations. Each task performed in field training practice should teach the student to solve a problem that helps him to make decisions through experiment and observation. If necessary, each work should be reviewed, and it should be a small, simple, complete study. The student should be able to discuss the results of his experience with the teacher, as well as draw conclusions from it so that he can get a clear and precise answer to the question posed. It is important that every experience ends to the end. These basic strict pedagogical rules must be followed. When developing the content of the educational field of biology practice, we are guided by the following provisions: integration of education support through the use of interdisciplinary connections; differentiation of scientific information-to preserve the internal structure of the discipline, the development of the scientific information system and its systemic perception, optimization of the logical structure of the topic is necessary; strengthening the direction of professional training. The article also discusses a number of requirements that research tasks must meet during field training in a biological discipline. The content of educational field practice is described in the form of an accumulated system of educational and research tasks in biological disciplines
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Biology training' for other source types:
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