Relevant bibliographies by topics / Inquiry-based approach to biology education

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

Academic literature on the topic 'Inquiry-based approach to biology education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Inquiry-based approach to biology education"

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Ping, Irene Lue Leh, Lilia Halim, and Kamisah Osman. "EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 276–88. http://dx.doi.org/10.33225/jbse/20.19.276.

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Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills
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Spodniaková Pfefferová, Miriam, Stanislav Holec, Janka Raganová, and Martin Hruška. "Cross-curricular approaches in Inquiry-based Science Teaching." International Journal of Information and Communication Technologies in Education 5, no. 3 (December 1, 2016): 34–43. http://dx.doi.org/10.1515/ijicte-2016-0011.

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Abstract One of the most important goals of science education is to develop understanding of natural systems. It is impossible to comprehensively understand the functioning of natural systems only by knowledge of one subject (physics, chemistry, biology, etc.). Therefore the application of the cross-curricular approach in teaching of science subjects is required. Besides the scientific knowledge the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science lessons that provide possibilities to show students how science works. The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem and then presented their findings and experiences at national or international events. Cosmic Web Site represents an example of the activity that encourages students to learn various topics of physics as well as to use their knowledge and skills obtained at computer science lessons. The feedback from the teachers involved in Chain Reaction that was gained with the help of evaluation questionnaires indicates a positive impact of the used approach to the development of students’ skills and motivation to learn science subjects.
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Rissing, Steven W., and John G. Cogan. "Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?" CBE—Life Sciences Education 8, no. 1 (March 2009): 55–61. http://dx.doi.org/10.1187/cbe.08-05-0023.

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We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes.
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Thompson, E. David, Bethany V. Bowling, Maggie Whitson, and Robert F. C. Naczi. "Engaging Students in Natural Variation in the Introductory Biology Laboratory via a Statistics-based Inquiry Approach." American Biology Teacher 73, no. 2 (February 1, 2011): 100–104. http://dx.doi.org/10.1525/abt.2011.73.2.8.

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Natural variation, including the continual selective pressures that lead to speciation, is one of the more dynamic aspects of biology. However, traditional instruction on the topic is often passive in nature, leaving little opportunity for scientific inquiry. In this laboratory exercise, we use a statistics-based, guided-inquiry approach to engage students in natural variation. Students are introduced to speciation and classification by using a dichotomous key to identify various common local trees on the basis of leaf characteristics. Once the students have learned characteristics useful for identification, they are given two leaf samples, a sugar maple and an “unknown.” They are asked to choose characteristics and collect quantitative data in order to determine whether the unknown is a sugar maple. Before data collection, students form hypotheses related to the identity of their unknown, followed by statistical comparison of means to support or refute their original hypotheses. In this way, students gain an appreciation for the activities undertaken by taxonomists that are related to natural variation and classification.
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Stone, Elisa M. "Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment." CBE—Life Sciences Education 13, no. 1 (March 2014): 90–101. http://dx.doi.org/10.1187/cbe-12-11-0198.

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New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.
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Affifi, Ramsey. "The interspecies educator's cybernetic world." Kybernetes 43, no. 1 (January 28, 2014): 144–52. http://dx.doi.org/10.1108/k-10-2012-0080.

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Purpose – The purpose of this paper is to interconnect pedagogy and biology via second-order cybernetics. Design/methodology/approach – The approach taken is that of a synthesis. Findings – Biology can better deal with intersubjectivity within and between species by incorporating approaches and theory from education inquiry. Conversely, educators can de-anthropocentrize their discipline by entering into learning relationships with other species. By rallying around the concept of “eduction”, second-order cybernetics plays a role in both syntheses. Practical implications – De-anthropocentrizing education could have practical value in creating ecologically relevant education for children and in developing more integrated environmental impact assessments. Originality/value – Finding convergence between the study of life and forms of practitioner inquiry in education research, and connecting these to the environmental movement.
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Uitto, Anna, Pirkko Kärnä, and Riikka Hakonen. "Relationship between the Working Methods and Lower Secondary School Students’ Performance and Attitudes towards Biology." Lumat: International Journal of Math, Science and Technology Education 1, no. 3 (September 30, 2013): 263–78. http://dx.doi.org/10.31129/lumat.v1i3.1105.

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The contribution of different working methods and learning environments to grade nine students’ performance in biology as well as their attitudes towards biology as school subject were studied. The research is based on the data collected for the assessment in natural sciences at comprehensive schools by the Finnish Board of Education in 2011. The survey data of the present study consisted of 2989 ninth grade students from 97 comprehensive schools. Students’ performance in biology was clearly correlated with the positive attitude towards biology as a school subject. There were strong correlations between the performance and teaching approaches, which emphasize students’ activity in experimental investigations, making observations, pondering of causes and effects as well as applying knowledge to everyday live. These inquiry-oriented approaches correlated also with the positive attitude towards biology. There were also correlations between positive attitude to biology and teacher-led conversations, pondering of different viewpoints, taking account of students’ opinions and ideas in teaching and the methods emphasizing students’ autonomy and self-evaluation. Positive attitude correlated also with the teaching approach, by which students received information about the development, structures and mechanisms of the world. Directed teaching did not correlate with the performance in biology or the positive attitude towards biology. To enhance students’ performance and positive attitudes in biology, it would be important use experimental work and inquiry-based learning in biology education.
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Lu, Fong-Mei, Kevin W. Eliceiri, James Stewart, and John G. White. "WormClassroom.org: An Inquiry-rich Educational Web Portal for Research Resources of Caenorhabditis elegans." CBE—Life Sciences Education 6, no. 2 (June 2007): 98–108. http://dx.doi.org/10.1187/cbe.06-07-0176.

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The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism, Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning. Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging continued resource contributions from the C. elegans research and education community for the further development of WormClassroom.
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Copenhaver-Parry, Paige E. "Taking Temperature with Leaves: A Semester-Long Structured-Inquiry Research Investigation for Undergraduate Plant Biology." American Biology Teacher 82, no. 4 (April 1, 2020): 247–55. http://dx.doi.org/10.1525/abt.2020.82.4.247.

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Inquiry- and course-based research pedagogies have demonstrated effectiveness for preparing undergraduate biology students with authentic scientific skills and competencies, yet many students lack the experience to engage successfully in open-ended research activities without sufficient scaffolding and structure. Further, curricula for student-centered laboratory activities are lacking for several biological disciplines, including plant biology and botany. In this article, I describe a semester-long structured-inquiry research curriculum developed for a plant biology course taught to second-year biology students that integrates key elements of inquiry and discovery while providing a structured approach to gaining research skills. In the research project, students collect leaves from woody dicot plants across a range of environments that are characterized by different mean annual temperatures, and investigate the relationship between various leaf characteristics and temperature. Curricular materials are provided to teach skills in scientific paper reading, field data collection, data processing including microscopy and image analysis, quantitative data analysis in R, biological inference, and scientific writing. This comprehensive, ready-to-implement curriculum is suitable for plant biology, botany, and plant ecology courses and is particularly valuable for students with no prior research experience.
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Willey, Joanne M., Doreen M. Olvet, Jeffrey B. Bird, and Judith M. Brenner. "Pandemics Past and Present: A Guided Inquiry Approach." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097695. http://dx.doi.org/10.1177/2382120520976957.

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Background: COVID-19 exposed undergraduate medical education curricular gaps in exploring historical pandemics, how to critically consume scientific literature and square it with the lay press, and how to grapple with emerging ethical issues. In addition, as medical students were dismissed from clinical environments, their capacity to build community and promote professional identity formation was compromised. Methods: A synchronous, online course entitled Life Cycle of a Pandemic was developed using a modified guided inquiry approach. Students met daily for 2 weeks in groups of 15 to 18 with a process facilitator. During the first week, students reported on lessons learned from past pandemics; in the second week, students discussed ethical concerns surrounding COVID-19 clinical trials, heard from physicians who provided patient care in the HIV and COVID-19 pandemics, and concluded with an opportunity for reflection. Following the course, students were asked to complete an anonymous, voluntary survey to assess their perceptions of the course. Results: With a response rate of 69%, an overwhelming majority of students agreed or strongly agreed that learning about historical pandemics helped them understand COVID-19 (72, 99%). The course successfully helped students understand current and potential COVID-19 management strategies as 66 (90%) agreed or strongly agreed they developed a better understanding of nonpharmacological interventions and new pharmacological treatments. Students also gained insight into the experiences of healthcare providers who cared for patients with HIV and COVID-19. Qualitative analysis of the open-ended comments yielded 5 main themes: critical appraisal of resources, responsibility of the physician, humanism, knowledge related to pandemics, and learning from history. Conclusions: The onset of the COVID-19 crisis illustrated curricular gaps that could be remedied by introducing the history and biology of pandemics earlier in the curriculum. It was also apparent that learners need more practice in critically reviewing literature and comparing scientific literature with lay press. The flexible format of the course promotes the development of future iterations that could cover evolving topics related to COVID-19. The course could also be repurposed for a graduate or continuing medical education audience.
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Dissertations / Theses on the topic "Inquiry-based approach to biology education"

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Stanley, Ethel D. Karash Rhodes Dent. "A problem based approach to undergraduate biology education." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276406041&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202156244&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent M. Rhodes (chair), Barbara Nourie, Kenneth F. Jerich. Includes bibliographical references and abstract. Also available in print.
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Mohd, Radzi Fatin Aliana. "Inquiry-based Visual Arts Approach: A Self Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1529623380341233.

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Smith, Douglas W. "Elementary students' use of science process skills in problem-solving: The effects of an inquiry-based instructional approach /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759575.

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Roe, Kathryn R. "Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Austin, Pamela Winifred. "A value-based approach to promoting excellence in mathematics education." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1656.

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This research study has emerged as a result of my concern regarding the apparent low self-efficacy amongst initial teacher education students in my mathematics education classes. It also reflects a reported renewed interest in values, and the promotion of excellence in education. The effects of a values-based approach to mathematics education towards improving students’ self-efficacy and promoting excellence have been investigated, grounded within my ontology of excellence in mathematics education, which incorporates the values of respect, fairness, accountability, honesty and compassion. An inquiry-based teaching and learning approach formed the framework within which the study took place. Notions of ‘new scholarship’, premised on the view that teaching is about engagement in participatory learning, and the development of communities of creative students, provided the theoretical framework. Both quantitative and qualitative data gathering methods were used. Data-collection tools included affective-disposition statements, interviews, journal entries, as well as a video recording of a mathematics education lesson. The quantitative and qualitative data generated suggest improved levels of self-efficacy amongst the students who participated in the study. The data also suggest that a valuesbased approach to teaching can be used as an effective approach by mathematics teachers – and mathematics teacher educators – for the purpose of promoting the pursuit of excellence. As teacher education worldwide is currently characterised by a lack of vitality in teacher preparation (Grossman, 2008), the findings of this study should provide insights for teacher educators, teachers and policy makers who wish to promote mathematics self-efficacy, excellence and facilitate enhanced vitality within the teaching profession.
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Scheidemantel, Debora Diane 1957. "Behavioral and natural history studies of the jumping spider Habronattus oregonensis and inquiry based secondary laboratory lesson development stemming from university research." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278612.

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This study was conducted to determine behavior patterns of the jumping spider Habronattus oregonensis. Time budgets show spiders spend their time out and about, eating, interacting with other spiders, and in hidden behaviors with out and about behaviors dominating. Agonistic encounters occur in the field and were staged in the laboratory. Whether a spider keeps control of the area is determined differently for males than females. In male-male interactions, the size of the spider as measured by weight is important in winning a skirmish regardless of familiarity with an area (residency). For female-female agonistic interactions, however, residency does affect the outcome. In interactions between male-female pairs, the male readily courts the female. Mature virgin females readily accept a mate; other females do not. Finally, experiences from university research were used to develop lesson plans for student study at the secondary level in biology classrooms.
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Adamson, Robert R. "An investigation of a project-based partnership approach to science education through a teacher's personal narrative inquiry." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ45017.pdf.

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Nagel, Steven Todd. "Addressing Vision & Change in Undergraduate Biology Education: Two Case Studies." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468847305.

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Hudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.

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One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subjectivity, to identify commonalities and defining viewpoints about inquiry-based teaching and learning. Three significantly different viewpoints were identified and each viewpoint represents differences in teaching styles and classroom environments. Additionally, consensus items reveal students and instructors highly value relating science to everyday life; however, a lack of importance is placed upon peer learning and use of open-ended questions.
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Promyod, Nattida. "Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4900.

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The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.
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Books on the topic "Inquiry-based approach to biology education"

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John, Barell, ed. Problem-based learning: An inquiry approach. 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

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Responding to diversity in schools: An inquiry-based approach. London: New York, 2011.

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L, Manning Gary, and Long Roberta, eds. Theme immersion: Inquiry-based curriculum in elementary and middle schools. Portsmouth, N.H: Heinemann, 1994.

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M, Linek Wayne, ed. Content literacy: An inquiry-based case approach. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2004.

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Jamie, Myers, ed. Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College Press, 2001.

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The missing link: An inquiry based approach for teaching all students about evolution. Portsmouth, N.H: Heineman, 2009.

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The language of art: Inquiry-based studio practices in early childhood settings. St. Paul, MN: Redleaf Press, 2006.

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Everyday life science mysteries: Stories for inquiry-based science teaching. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2013.

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1969-, Schillinger Trace, and Stock Andrew 1969-, eds. Entering the conversations: Practicing literacy in the disciplines. Urbana, Illinois: NCTE, National Council of Teachers of English, 2014.

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Barell, John. Problem-Based Learning: An Inquiry Approach. Corwin Press, 2006.

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Book chapters on the topic "Inquiry-based approach to biology education"

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Liu, Ming-Chi, and Yueh-Min Huang. "An Inquiry-Based Digital Storytelling Approach for Increasing Learner Autonomy in English." In Emerging Technologies for Education, 219–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_23.

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Lin, Sheau-Wen. "The Development and Evaluation of an Inquiry-Based Lesson on ‘Plants’." In Biology Education for Social and Sustainable Development, 205–11. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_21.

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Persano-Adorno, Dominique. "Inquiry-Based Approach and Numerical Simulations: A Powerful Integration in Condensed Matter Physics Education." In Fundamental Physics and Physics Education Research, 201–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52923-9_16.

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Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Twenty-First Century Skills Education in the U.S.: An Example of an Inquiry-Based Game Design Learning Approach." In 21st Century Skills Development Through Inquiry-Based Learning, 79–105. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_5.

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Hovardas, Tasos, and Zacharias Zacharia. "An Inquiry Based Approach to Explore System Dynamics and Modeling Aspects of the Prey–Predator System." In VR, Simulations and Serious Games for Education, 99–109. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2844-2_9.

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Kyza, Eleni A., and Constantinos P. Constantinou. "A Design-Based Approach to Professional Development: The Need to See Teachers as Learners to Achieve Excellence in Inquiry-Based Science Education." In Beyond Knowledge: The Legacy of Competence, 173–81. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8827-8_24.

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Pohlmann, Andreas, Susan J. Back, Andrea Fekete, Iris Friedli, Stefanie Hectors, Neil Peter Jerome, Min-Chi Ku, et al. "Recommendations for Preclinical Renal MRI: A Comprehensive Open-Access Protocol Collection to Improve Training, Reproducibility, and Comparability of Studies." In Methods in Molecular Biology, 3–23. New York, NY: Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-0978-1_1.

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AbstractRenal MRI holds incredible promise for making a quantum leap in improving diagnosis and care of patients with a multitude of diseases, by moving beyond the limitations and restrictions of current routine clinical practice. Clinical and preclinical renal MRI is advancing with ever increasing rapidity, and yet, aside from a few examples of renal MRI in routine use, it is still not good enough. Several roadblocks are still delaying the pace of progress, particularly inefficient education of renal MR researchers, and lack of harmonization of approaches that limits the sharing of results among multiple research groups.Here we aim to address these limitations for preclinical renal MRI (predominantly in small animals), by providing a comprehensive collection of more than 40 publications that will serve as a foundational resource for preclinical renal MRI studies. This includes chapters describing the fundamental principles underlying a variety of renal MRI methods, step-by-step protocols for executing renal MRI studies, and detailed guides for data analysis. This collection will serve as a crucial part of a roadmap toward conducting renal MRI studies in a robust and reproducible way, that will promote the standardization and sharing of data.This chapter is based upon work from the COST Action PARENCHIMA, a community-driven network funded by the European Cooperation in Science and Technology (COST) program of the European Union, which aims to improve the reproducibility and standardization of renal MRI biomarkers.
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Rodríguez, Gemma, Josep-Eladi Baños, and Mar Carrió. "Creativity Development Through Inquiry-Based Learning in Biomedical Sciences." In Biomedical Engineering, 255–77. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3158-6.ch010.

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The increasing complexity of biomedical research has led to new models for collaborative research at large scale. Big science projects require multidisciplinary teams and skills, such as creativity, to foster innovation. Higher education can play an important role in fostering creativity with active-learning strategies, such as the Inquiry-Based Learning (IBL) approach. In this chapter, we explain how the Universitat Pompeu Fabra (UPF) in Barcelona, Spain, used IBL to bring medicine and human biology students together to find creative solutions to solve a challenging problem in biomedicine. In this interprofessional experience, students were taught creative techniques in a creativity workshop. The positive results, which were highlighted by external evaluators for their high quality, demonstrate the value of these collaborative projects in encouraging creativity. We propose that integrating the IBL pedagogical methodology with creative techniques and interprofessionalism is a valuable approach for fostering students' creativity and generative and research skills.
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Mousavi, Shabnam, and Jay Schulkin. "Ecological Rationality and Evolutionary Medicine." In Integrating Evolutionary Biology into Medical Education, 232–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198814153.003.0014.

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A notion of rationality represents a structure that can be used to explain, evaluate, and recommend a certain course of action. Full rationality, independent of context, builds such a structure based on the rules of logic and statistical inference. Ecological rationality, on the other hand, focuses on the interaction between the human mind and the task environment. This chapter argues that ecological rationality can provide an operational framework for evolutionary medicine based on compatible foundational concepts. Risk literacy and numeracy methods developed on the basis of an adaptive toolbox approach constitute effective education tools. An evolutionary approach to medical education facilitates the integration of these accessible and well-retained educational tools for physicians and their patients, and can enrich public health policymaking.
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Esquivel Martin, Tamara, Jose Manuel Pérez Martín, and Beatriz Bravo Torija. "The Use of Storytelling to Promote Literacy Skills in Biology Education." In Interdisciplinary Approaches Toward Enhancing Teacher Education, 155–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch009.

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This chapter provides biology teachers with a cell division-based teaching sequence to develop the literacy skills of 10th grade students using the storytelling potential. The objectives are 1) to analyze the design process of this sequence and 2) to examine how it is implemented in two classrooms in terms of a communicative approach. The sequence design is informed by the didactical transposition approach. The authors analyze the transformation of reference knowledge, firstly, into a teaching sequence of four activities organized around authentic issues, such as cancer treatment or reproductive problems, and then, into taught knowledge. The results show that the use of storytelling in design could enhance students' scientific literacy, scientific discourse, and problem-solving competence, as it allows for their greater participation (80-90% of utterances). Interactive approaches (8/10 episodes) predominate in experts-learners discussions, improving students' view of science as a process and not as a closed set of notions.
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Conference papers on the topic "Inquiry-based approach to biology education"

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Jamal, Rizaldi Putra, and Ramadhan Sumarmin. "Need Analysis Development of High Plant Taxonomic Practicum Guided in Guided Inquiry Approach for Students of STKIP PGRI West Sumatera." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.062.

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Capparotto, Anna, Simone Bramuzzo, Erica Callegaro, Elena Poloni, Francesca Corrà, and Gianfranco Santovito. "THE DIDACTICS OF BIOLOGY IN PRIMARY SCHOOL: AN INNOVATIVE APPROACH TO SKELETAL SYSTEM TEACHING IN FIFTH CLASS BASED ON COMPARATIVE VERTEBRATE ANATOMY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0935.

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

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The teachers from the Biology Department of the University of Lille have been developing for the last two years, a digitalization program of naturalist collections. This project aims to preserve this scientific heritage and to use it for animal and plant biology teaching. Specimens are digitalized by a photo 3D capture system, that produces a 360° and/or hemispheric images of the objects starting from high-resolution pictures. Based on the use of this particular imaging technology, teachers realized multimedia eBooks and a series of files “at the glance“ for practical works in animal biology for Bachelor students in Life Sciences. These supports, enriched by graphic complements, texts, legends and interactive animations, are available on the pedagogic platform Moodle. These digital tools are viewable on computers and can be handled on smartphones and tablets for a nomad utilisation. Students generally consider these supports useful for learning and they consult these resources before, during and after the practical sessions. This distance-learning approach gives the students a complete autonomy for practical session preparation and reviews. The innovative tools here presented constitute a useful learning complement to classical academic lectures in animal biology.
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Handayani, Baiq Sri, Kusmiyati Kusmiyati, Muhlis Muhlis, I. Putu Artayasa, and I. Wayan Merta. "Developing Learning Devices for Brain Based Learning Model by Using Scientific Approach in Teaching and Learning Biology at Senior High School." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.021.

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Kaksis, Aris, Agnese Brangule, and Mihails Halitovs. "AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.54.

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Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teaching that demonstrates the interdisciplinary nature of medical chemistry, molecular biology and biochemistry. Our method provides a model in which disciplinary barriers are diminished and increased effectiveness of teaching is achieved. Key words: interdisciplinary teaching, medical chemistry, thermodynamics, teaching and learning thermodynamics.
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Bohol, Dagame O., and Maricar S. Prudente. "Using Lesson Playlist through Schoology-Based Flipping the Classroom (FTC) approach in Enhancing STEM Students' Performance in General Biology 1." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377588.

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Zeid, Abe, Sagar Kamarthi, Claire Duggan, and Jessica Chin. "CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62187.

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School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.
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Anggraeni, Sri, Bambang Supriatno, Eni Nuraeni, Rissa Marisa, and Kartari F. Dini. "Biology Teachers' Inquiry Abilities When They Preparing in Inquiry-Based Teaching By Mentoring Program." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.37.

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Amallia, Yolanda Rezki, and Linda Advinda. "Biology Learning Resource Design Based on Guided Inquiry." In International Conference on Biology, Sciences and Education (ICoBioSE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/absr.k.200807.028.

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Damopolii, Insar, Jan Hendreik Nunaki, Elya Nusantari, and Novri Youla Kandowangko. "Designing Teaching Material Oriented Towards Inquiry-Based Learning in Biology." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.1.

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