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Relevant bibliographies by topics / Integrated science and biology education

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Academic literature on the topic 'Integrated science and biology education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Integrated science and biology education"

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Labov, Jay B., Ann H. Reid, and Keith R. Yamamoto. "Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?" CBE—Life Sciences Education 9, no. 1 (2010): 10–16. http://dx.doi.org/10.1187/cbe.09-12-0092.

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Dill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, et al. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.

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We live in an increasingly data-driven world, where high-throughput sequencing and mass spectrometry platforms are transforming biology into an information science. This has shifted major challenges in biological research from data generation and processing to interpretation and knowledge translation. However, postsecondary training in bioinformatics, or more generally data science for life scientists, lags behind current demand. In particular, development of accessible, undergraduate data science curricula has the potential to improve research and learning outcomes as well as better prepare s

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Nakaya, Jun, and Hiroshi Tanaka. "Research and Education for Biomedical Informatics at Tokyo Medical and Dental University." Yearbook of Medical Informatics 16, no. 01 (2007): 157–62. http://dx.doi.org/10.1055/s-0038-1638540.

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SummaryBased on a basic concept of “Systems Life Science: understanding life and disease as a unified system”, we move forward in research, empirical implementation, and making contributions to healthcare policy.We integrate bioinformatics and medical informatics for identifying critical issues in biological science and solving medical challenges with a concept of “Systems Life Science” which consists of “Systems Evolutionary Biology” for basic science, “Systems Pathology” for clinical sciences, and an empirical medical informatics for future medicine.Our laboratory is an integrated laboratory

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Chamberlain, Peter J. "Integrated Science as a Preparation for ‘A’ Level Physics, Chemistry and Biology." Research in Science & Technological Education 3, no. 2 (1985): 153–58. http://dx.doi.org/10.1080/0263514850030108a.

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Петунин, Олег, and Oleg Petunin. "METHODS OF INTERDISCIPLINARY INTEGRATION OF SCHOOL SCIENCE EDUCATION." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 2 (2017): 32–35. http://dx.doi.org/10.21603/2542-1840-2017-2-32-35.

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<p>The article is devoted to an actual problem of integration of school courses in physics, chemistry, biology, ecology and physical geography. The author analyzes the content of the concept of integration of science education and enumerates the positive effects of its implementation. The article also presents the three levels of the integration: intra-, inter- and transdisciplinary. The author thoroughly describes methods of interdisciplinary integration, stopping on interdisciplinary communication, integrated lessons and integrated courses. The article revealed issues of interdisciplin

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Šlekienė, Violeta, and Vincentas Lamanauskas. "INTEGRATED ACCESS TO ANALYSIS OF LIGHT AND COLOR PERCEPTION IN THE CONTEXT OF GENERAL SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 15, no. 1 (2018): 18–30. http://dx.doi.org/10.48127/gu-nse/18.15.18.

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One of the most important goals of natural science education is the formation of holistic understanding of nature phenomena. This is guaranteed by an integrated science education access. It is important to keep in mind that all natural sciences share similar methodological principles, common concepts, the need to solve practical problems, etc. The formation of a holistic understanding of the natural sciences requires the application of the principles of systematization of knowledge and the realization of interdisciplinary relations. This article presents an integrated access to the analysis of

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Vasilevskaya, Elena. "SCIENCE EDUCATION IN SCHOOL: INTEGRATIVE APPROACH AND PRACTICAL ORIENTATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (2015): 4–6. http://dx.doi.org/10.48127/gu-nse/15.12.04.

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The development of the natural sciences in the XXI century is characterized by the need for a comprehensive solution of fundamental problems shared by experts in various fields. Advances in science are reflected in the content of modern education. Science in school education most often represented by a set of individual academic disciplines, such as chemistry, physics, biology, geography. Interdisciplinary communication is a reality expression of the integration processes in the study of these disciplines. Illustration of the material unity of the world around us, to demonstrate the possibilit

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Caudill, Lester, April Hill, Kathy Hoke, and Ovidiu Lipan. "Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines." CBE—Life Sciences Education 9, no. 3 (2010): 212–16. http://dx.doi.org/10.1187/cbe.10-03-0020.

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Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each

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Riechert, Susan E., and Brian K. Post. "From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology." American Biology Teacher 72, no. 1 (2010): 20–22. http://dx.doi.org/10.1525/abt.2010.72.1.6.

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The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math, sciences, and technology. Program evaluation results indicate that students participating in multidisciplinary team projects of this type exhibit significantly higher levels of motivation and develop greater cognitive skills than students in the trad

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Sudarto, Sudarto, and Tawil Tawil. "Karakteristik Bahan Ajar IPA Terpadu Berbasis Kontroversi." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (2019): 211. http://dx.doi.org/10.26858/jkp.v3i3.10218.

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Integrated science learning is the latest science learning icon and is recommended in the national curriculum at all levels of education. Integrated learning is essentially a learning that allows students both individually and in groups to actively seek, explore / explore, and find concepts and principles holistically and authentically. Science as a subject should be taught in its entirety between the study of Physics, Chemistry, and Biology. Facts on the ground show that science learning so far in various levels of education is generally not integrated. The ongoing learning process still indi

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Dissertations / Theses on the topic "Integrated science and biology education"

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Clauson, Norma M. "The effect of an activity based integrated science curriculum on secondary student attitudes." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1072.

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Scales, Jason A. "Assessment of teachers' ability to integrate science concepts into secondary agriculture programs." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4717.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 29, 2008) Vita. Includes bibliographical references.

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Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.

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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need

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Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.

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The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chemsitry and Physics respectively. The two following analyses of PISA 2003 and PISA 2006 data put forward

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Åström, Maria. "Defining integrated science education and putting it to test /." Norrköping : Swedish National Graduate School in Science and Technology Education, FontD : Department of Social and Welfare Studies, Linköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15345.

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Prows, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.

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Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.

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Cobbs, Georgia Ann. "The evolution and implementation of an eighth-grade integrated mathematics science course /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429090981.

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Ng, Po-mo. "An evaluation of ETV teaching materials in the integrated science subject." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.

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Ortiz, Olivia A. "High School Biology NGSS Lesson Sequence for Catalina Island." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10841896.

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<p> Catalina island serves as a unique and diverse setting for K-12 students to complete their science education. Numerous areas of the island provide an opportunity for students to engage in outdoor science education that is enriched in the classroom setting. Research shows that students continue to build on their understanding while establishing connections through outdoor education experiences. Through a grant funded by the Keck Foundation, the Catalina Island Conservancy has made it their goal to provide an engaging, hands-on, NGSS lesson for each grade level on Catalina while promoting st

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Books on the topic "Integrated science and biology education"

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Friedl, Alfred E. Teaching science to children: An integrated approach. 3rd ed. McGraw-Hill, 1995.

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Friedl, Alfred E. Teaching science to children: An integrated approach. 2nd ed. McGraw-Hill, 1991.

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Teaching science to children: An integrated approach. Random House, 1986.

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Nova Scotia. Dept. of Education. Curriculum guide: Integrated science 10. Nova Scotia Dept. of Education, 1993.

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Ball, Russell. Integrated science assignments. Cambridge University Press, 1990.

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1939-, Butzow John W., and Kennedy Rhett E, eds. More science through children's literature: An integrated approach. Teacher Ideas Press, 1998.

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Fisher, Kathleen M. Mapping biology knowledge. Kluwer Academic Publishers, 2000.

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Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.

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Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.

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Lee, Blair H. Biology 2. Pandia Press, 2013.

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Book chapters on the topic "Integrated science and biology education"

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Wei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_164.

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Wei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_164-1.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_193.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_193-3.

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Winterbottom, Mark. "Teaching and Learning Biology." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_25.

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Yung, Benny. "Biology Teacher Education." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_213.

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Yung, Benny. "Biology Teacher Education." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_213-2.

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Bilyalova, A. A., D. A. Salimova, and T. I. Zelenina. "Digital Transformation in Education." In Integrated Science in Digital Age. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22493-6_24.

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Ruse, Michael. "Biology, Philosophy of." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_236.

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Ruse, Michael. "Biology, Philosophy of." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_236-1.

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Conference papers on the topic "Integrated science and biology education"

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Salisbury, Joseph P., Steven W. Morgan, and John C. Williams. "Drug design as a video game: A summer program integrating chemical biology and computer science." In 2011 Integrated STEM Education Conference. IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229635.

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Xu, Na, Charles Keller, and Yun Ye. "Applying Computer Science in Biology: A Model for Incorporating Interdisciplinary Pedagogical Approaches through ePortfolio in the First Year Experience at LaGuardia Community College." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882038.

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Suciari, Ni Komang Dina, lbrohim, and Hadi Suwono. "The impact of PjBL integrated STEAM on students’ communication skills and concept mastery in high school biology learning." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043395.

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Listyono, Listyono, Kasmadi Imam Supardi, Saeful Ridlo, and Wiyanto Wiyanto. "The Competence of Teaching Training Program Students in Devising Integrated Lesson Plan and Islamic Value in Biology Lesson." In Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iset-18.2018.62.

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Kennedy, Brook, Author Buikema, and Jacquelyn K. S. Nagel. "Integrating biology, design, and engineering for sustainable innovation." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119952.

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McCloughlin, Thomas John J. "HISTORIC PLANT BIOLOGY EXPERIMENTS INTEGRATED WITH MODERN TECHNOLOGY." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1788.

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Bijlsma, A., H. J. M. Passier, H. J. Pootjes, and S. Stuurman. "Integrated Test Development." In the 7th Computer Science Education Research Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3289406.3289408.

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Heinz, Adrian, Xin Xu, and Allison D'Costa. "Web-animations: An interdisciplinary approach for biology and information technology students." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119941.

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Dominguez, Angeles, Itzel Hernandez, and Jesus Beltran-Sanchez. "High School Students’ Perceptions about Biology, Related Influence of Factors and Players." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882025.

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Garofalo, Lauren, Samantha Sandler, and Deeksha Seth. "Evaluation of a Snake Jaw Robot to Teach Integrated Biology, Mathematics, and Engineering." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9280695.

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Reports on the topic "Integrated science and biology education"

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, rec

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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence revie

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