Relevant bibliographies by topics / Science and biology teachers

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

Academic literature on the topic 'Science and biology teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Science and biology teachers"

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Sinjela, Kwangaika Mwala, Jimmy Kijai, and Josephine Esther Katenga. "Teachers´ Perception of Coherence in High School Biology Textbooks in Zambia." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1444–68. http://dx.doi.org/10.35974/isc.v7i1.926.

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Introduction: Textbook coherence is an important aspect of effective teacher´s instruction and performance of students. This study involved assessing coherence of senior biology high school textbooks in Zambia (MK Biology10, Longman Biology11 and Pupil´s Biology12) and the extent to which these books are aligned with the biology course syllabus. Methods: Using quantitative research design, coherence was conceptualized as a unit of three constructs: alignment and organization, rigor, focus and relevance of contents and connections among ideas. A questionnaire instrument was developed which teachers in Mufulira and other districts in Zambia (n = 82) used to assess textbook and textbook-syllabus coherence. Data was analyzed using statistical methods, independent t-tests and One-way ANOVA. Results: Teachers were generally uncertain about coherence levels in the textbooks. Concerning textbook-syllabus alignment, Pupil´s Biology12 was viewed as most coherent with the course syllabus and MK Biology10 as the least. Discussion: Assessment of coherence is a complex process but it focuses on few common elements. Identifying these elements may help teachers improve teaching practice, curriculum developers design coherent curricula and educational activities, and authors produce coherent textbooks. Further research studies are recommended that would extend the scope of this study to include teachers in all provinces in Zambia, include a mixed method to explore perceptions about coherence, compare coherence of same grade level textbooks, or evaluate coherence of the syllabus and that of other science or non-science textbooks.
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Bruckermann, Till, Fridtjof Ochsen, and Daniela Mahler. "Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science." Education Sciences 8, no. 3 (July 20, 2018): 103. http://dx.doi.org/10.3390/educsci8030103.

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In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.
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Lock, Roger. "Biology/science teachers; what price?" Journal of Biological Education 24, no. 3 (September 1990): 143–44. http://dx.doi.org/10.1080/00219266.1990.9655128.

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Şimşekli, Yeter. "Investigation of the Experiment Design Skills of Biology and Science Teachers and Preservice Teachers." Journal of Education and Training Studies 6, no. 9 (August 22, 2018): 199. http://dx.doi.org/10.11114/jets.v6i9.3564.

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In this study, it was aimed to examine the experiment design skills of Biology and Science teachers and preservice teachers. For this purpose, 85 Biology and 80 Science teachers and preservices given information about laboratory approaches, experiment types and science process skills were asked to design an experiment about germination. In the reports of the experiments designed by the teachers and the presevice teachers, they were expected to give information about the factors affecting germination, write the problem, determine the hypotheses and the variables, plan their experiments and reach a conclusion. In the analysis of the reports, the sets of data digitized by forming a graded scoring scale were analyzed by benefiting from SPSS package program and their experiment design levels were analyzed based on their fields, being a teacher or a preservice teacher and gender. From the obtained data, it was determined that the number of those who designed an experiment was very low and although there were significant differences between the Biology and the Science teachers and preservice teachers in terms of designing an experiment according to many criteria, there was a difference only in one criterium according to gender.
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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 (June 30, 2020): 57. http://dx.doi.org/10.36312/sasambo.v2i2.194.

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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
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Khalili, Khalil Y. "Public Health Knowledge Levels of Different Types of Jordanian Teachers." International Quarterly of Community Health Education 7, no. 4 (January 1987): 307–18. http://dx.doi.org/10.2190/3x9h-9t0k-nam2-3bh2.

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This study examines the level of health knowledge of specific categories of Jordanian teachers to see which category is competent enough to teach health as a separate school subject. The Health Awareness Test (HAT) was administered to 670 teachers of whom there were seventy-four science teachers at the compulsory stage, 139 Arabic language teachers at the upper elementary stage, 342 elementary grades teachers, thirty-four high school physics teachers, thirty-three high school chemistry teachers, and forty-eight high school biology teachers. The data analysis revealed that of the target groups, only female teachers of biology, chemistry, and physics and male teachers of biology, reached the acceptable level in knowledge about health as measured by HAT. Sex as well as specialization (the subject the teacher teaches) differences were found to be significant favoring female over male and biology teachers followed by chemistry teachers over the rest of the groups. The interaction between sex and specialization was not significant The implications of the above results for curriculum planning are discussed.
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, and Barbara Jones. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (August 1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
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Saka, Adewale Owodunni, and Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.

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This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.
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Safahi, Lutphi, Arum Pusporini, Susilo Susilo, and Budhi Akbar. "Analisis Keterampilan Proses Sains Calon Guru Biologi Terhadap HOTS." BIODIK 6, no. 1 (March 8, 2020): 35–45. http://dx.doi.org/10.22437/bio.v6i1.8565.

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The low problem-solving ability in understanding biology lessons makes biology lessons difficult for some prospective teachers to learn. This study aims to determine the contribution of science process skills to higher-order thinking skills. This study uses quantitative methods to analyse the HOTS skills of prospective biology teachers. The quantitative descriptive method used in this study. Data collected from 59 respondents through the Saturated Sampling technique. The instrument used was 54 multiple choice questions with indicators of science process skills and higher-order thinking skills. The data obtained is processed quantitatively with Microsoft Excel. Prospective Biology teachers have the contribution of science process skills with a high level of ability of 13% and a contribution is known. This research proves that the contribution of science process skills to prospective biology teachers to higher-level thinking skills has low categorisation. Keywords: Science Process Skills; Pre-service Teachers Biology; High-level Thinking Ability; biology lessons. Abstrak. Rendahnya kemampuan pemecahan masalah dalam memahami pelajaran biologi menyebabkan pelajaran biologi menjadi sulit dipelajari oleh sebagian calon guru. Studi ini bertujuan untuk mengetahui kontribusi keterampilan proses sains terhadap kemampuan berpikir tingkat tinggi. Penelitian ini menggunakan metode kuantitatif untuk menganalisa keterampilan HOTS calon guru biologi. Metode penelitian yang digunakan adalah diskriptif kuantitatif. Data dikumpulkan dengan sampel sebanyak 59 mahasiswa melalui teknik Sampling Jenuh. Instrumen yang digunakan berupa 54 soal pilihan ganda dengan indikator keterampilan proses sains dan kemampuan berpikir tingkat tinggi. Data yang diperoleh diolah secara kuantitatif dengan Microsoft Excel. Calon guru Biologi memiliki hasil kontribusi keterampilan proses sains dengan kemampuan berpikir tingkat tinggi sebesar 13% dan diketahui adanya kontribusi. Penelitian ini membuktikan bahwa kontribusi keterampilan proses sains calon guru biologi terhadap kemampuan berpikir tingkat tinggi memiliki kategori rendah. Kata kunci: Keterampilan Proses Sains; Calon guru biologi; HOTS; Pelajaran biologi.
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Rustaman, Nuryani Y., and Ari Widodo. "KONSEPSI CALON GURU BIOLOGI TENTANG IPA, BELAJAR, DAN MENGAJAR (CONCEPTION OF BIOLOGY STUDENT TEACHERS’ ABOUT SCIENCE, LEARNING, AND TEACHING)." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 2, no. 1 (January 13, 2015): 27. http://dx.doi.org/10.18269/jpmipa.v2i1.387.

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A study for one semester in Teaching learning strategy course was carried out to get the profile of biology student teachers conception about science, learning, and science teaching, as we know that constructivist paradigm in education is not just studied as a theory, but needs to be implemented in real teaching learning processes. A number of Biology education students (n =29) were involved as subjects. Their free essay were used as source and were organized through coding and then recoding using specific program (NUD.IST). It was found that there are five categories for their conception about science (i.e. study about nature, collection of knowledge or concepts, research method, the single truth, to worship their Creator); five categories their conception about learning (i.e. changing process, knowledge improvement, conceptual change, thinking process, interaction with environment); and three catagories for their conception about science teaching (i.e. as fasilitating, knowledge transfer, interaction between teacher and students). Most of biology students have more than one conception (two or three), but none of them has a complete conception about science, learning and science teaching. Biology student teachers conception about teaching (mostly as knowledge transfer) is paralel with their conception about science (mostly as study about nature) and about learning (mostly as knowledge improvement). These findings give implication to their supervisor to pay attention more seriously on the students conception abot science, learning, and teaching. Because the way they teach will be influenced by their conception about those things. One suggestion to handle is by giving the student teachers to express their opinion about those things so that they are aware to other conceptions and in turn they will be aware to accept (and apply) conception based on constructivist reference or paradigm.Keywords: conception, student teacher, science, learning, teaching.
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Dissertations / Theses on the topic "Science and biology teachers"

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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.

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Jasper, William Gordon. "Detecting biology teachers' images of teaching about science, technology, and society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34964.pdf.

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Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.

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Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well. One means of meeting this need was the development of an activity-based, process-oriented inservice curriculum designed specifically for elementary science. The curriculum was designed as an inservice component of 60 hours that emphasized process skills as well as updating science concepts. The curriculum was designed for use in grades 1-6 and stressed "hands-on" experiences using readily available materials and a minimum of specialized equipment. The curriculum was field tested as a component of the Clay county, Florida Summer Inservice Institute. Thirty eight teachers, whose teaching assignments ranged from kindergarten to sixth grade, participated in the field test. At the beginning of the Institute, no participant scored 80% or better on a pretest of knowledge of concepts and process skills. Each participant completed each 'activity in the role of a student, including forming a hypothesis, collecting data, and drawing a conclusion. Activities were then discussed stressing process skills used and an indepth review of concepts involved. On the final day of the Institute, 84% of the participants scored 80% or better on the posttest. Furthermore, evaluations of the component by particiPants indicated a marked improvement in confidence in and enthusiasm for teaching science process skills. Overall the curriculum met the objective of increasing elementary teachers' ability and willingness to teach science process skills as well as science concepts.
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RAMIARINA, NATÁLIA TAVARES RIOS. "ENVIRONMENTAL EDUCATION AND HUMAN RIGHTS IN INITIAL TRAINING OF SCIENCE AND BIOLOGY TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28123@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
São muitos os desafios que se colocam para a educação em Direitos humanos e para educação ambiental na sociedade atual, e a formação de professores é campo estratégico de reflexão. Para pensar estas temáticas no currículo de Ciências e Biologia, buscou-se estabelecer as afinidades teórico-metodológicas entre a vertente crítica da educação ambiental e o discurso contra-hegemônico dos DDHH, a partir de categorias da justiça ambiental, utilizando referenciais da educação popular de Paulo Freire, da ecologia de saberes de Boaventura de Sousa Santos e do ecologismo dos pobres de Martínez-Alier. O presente trabalho tem como objetivo caracterizar como as Licenciaturas em Ciências Biológicas das Universidades públicas da Cidade do Rio de Janeiro (UNIRIO, UERJ e UFRJ) têm abordado as temáticas da Educação ambiental e dos Direitos Humanas. Para tal, optou-se pela triangulação de dados composta pela análise dos Projetos Políticos Pedagógicos dos Cursos, entrevistas com professores e coordenadores e questionário com alunos concluintes. Buscou-se desta maneira caracterizar as concepções que informam os documentos institucionais e os objetivos dos cursos em relação às temáticas, o entendimento dos professores e coordenadores sobre a EA e DDHH, identificando aspectos conservadores e hegemônicos e/ou aspectos críticos e contra-hegemônicos em seus discursos. O questionário com alunos concluintes compôs a análise sobre como estes alunos vêem sua formação e quais suas expectativas de futura atuação docente sobre as temáticas. O estudo indicou uma ampliação nos objetivos da formação de professores de Ciências e Biologia, incorporando a formação humana e social. Neste sentido, a EA é mais amplamente inserida na formação inicial, sobretudo com um enfoque conservacionista, enquanto os DDHH são tratados apenas como pano de fundo, sobretudo para o tratamento de aspectos relacionais, referentes ao respeito e não-discriminação. A inserção das temáticas acontece de acordo com entendimento pessoal dos professores, não havendo uma reflexão coletiva e institucional sobre os propósitos desta dimensão da formação, embora professores e coordenadores sejam unânimes em reconhecer a relevância desta inserção. São potencialidades dos cursos a inserção de alunos de diversos grupos sociais, a vivência e demandas trazidas pelas escolas nos estágios e atividades extra-curriculares.
There are many challenges that arise for education in human rights and environmental education in todays society, and teacher education is a strategic field of reflection. To think these issues in science and biology curriculum, sought to establish the theoretical and methodological similarities between the critical aspect of environmental education and counter-hegemonic discourse of DDHH, from categories of environmental justice, using references to popular education of Paulo Freire, of knowledge ecology of Boaventura de Sousa Santos and the environmentalism of the poor of Martínez-Alier. This study aims to characterize as the graduation in Biological Sciences from the public universities of Rio de Janeiro City (UNIRIO, UERJ and UFRJ) have addressed the issues of Environmental Education and Human Rights. To this end, we opted for the triangulation of data made the analysis of Political Projects Pedagogical Course, interviews with teachers and coordinators and questionnaire to graduating students. He sought in this way to characterize the concepts that inform institutional documents and the objectives of the course in relation to the themes, the understanding of teachers and coordinators on environmental education and human rights identifying conservative aspects and hegemonic and / or critical issues and counter-hegemonic in his speeches. The questionnaire with graduating students composed the analysis of how these students see their training and what their expectations of future teaching performance on the issues. The study indicated an expansion in the objectives of the training of science and biology teachers, incorporating human and social formation. In this regard, EE is more fully inserted in the initial training, especially with a conservationist approach, while human rights are treated only as a backdrop, especially for the treatment of relational aspects, for the respect and non-discrimination. The insertion of the thematic happens according to personal understanding of teachers, and there is a collective and institutional reflection on the purpose of this dimension of training, although teachers and coordinators are unanimous in recognizing the importance of this integration. They are potential courses of the inclusion of various social groups students, the experience and demands brought by schools and extracurricular activities.
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Harris, Alton Denzil. "Fitmast : a case study of one programme of inservice training for science teachers (biology)." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28057.

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A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other. Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to: a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and , course experiences, as well as within the views of the administrators and, b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed: a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period. b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983. c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987. d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were: 1) The teachers' expectations of FITMAST were not met by the programme. 2) The amount of course work encountered during a residential session of FITMAST is too much. 3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers. 4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component. 5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made: 1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits. 2) The amount of course work covered during the residential session should be reduced. 3) The distance teaching component should become part of the instructional process. 4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences. The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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DeBernardo, Holly S. "Undergraduate Science Education of Pre-Service Teachers: The Relationship to Self-Efficacy of High School Chemistry and Biology Teachers." Youngstown State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1341503060.

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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.
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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Madike, Victor N. "Student Perceptions of Biology Teachers' Interpersonal Teaching Behaviors and Student Achievement." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/546.

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Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.
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Mthethwa-Kunene, K. F. E. "Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43191.

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Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools’ performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers’ PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers’ school genetics’ content knowledge, related knowledge of instructional strategies and knowledge of learners’ preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners’ preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners’ preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers’ PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Humanities Education
PhD
Unrestricted
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Nunez, Elvis Enrique. "A Caribbean story the role of science standards and biology teachers' acceptance and understanding in shaping evolution instruction in Belize /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041334.

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Books on the topic "Science and biology teachers"

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Inc, XAMonline, ed. Biology-life science: Teacher certification exam. 2nd ed. Boston: XAMonline, 2007.

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Biology teacher certification exam. 2nd ed. Boston: XAMonline, Inc., 2007.

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Simpson, Patricia R. Life science for elementary teachers: An interactive approach for exploring life science with children. Dubuque, Iowa: Kendall/Hunt, 1991.

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Biology: A Seventh-day Adventist approach for students and teachers. Berrien Springs, Michigan: Andrews University Press, 2014.

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Ivanishchev, Viktor (Victor). Molecular biology. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.

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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.
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Science teacher's instant labs kit. West Nyack, N.Y: Center for Applied Research in Education, 1992.

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Ebert-May, Diane. Pathways to scientific teaching. Sunderland, Mass: Sinauer Associates, 2008.

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Capra, Judy. Life science: Middle school. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1991.

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Dean, Roberta. MARE teachers guide to the sandy beach. Berkeley, Calif: Marine Activities, Resources & Education (MARE), Lawrence Hall of Science, University of California, Berkeley, 1999.

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Education, Ontario Ministry of. Science: biology, chemistry, physics: The Ontario curriculum exemplars grade 12 : samples of student work : a resource for teachers. [Toronto]: Ministry of Education, 2005.

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Book chapters on the topic "Science and biology teachers"

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Nixon, Ryan S., and Julie A. Luft. "Teaching Chemistry with a Biology Degree." In Newly Hired Teachers of Science, 75–85. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-283-7_5.

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Yung, Benny. "Biology Teacher Education." In Encyclopedia of Science Education, 122–23. Dordrecht: 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, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_213-2.

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Munford, Danusa, Marina De Lima Tavares, Francisco Ângelo Coutinho, and Maria Luiza Neves. "Educating Biology Teachers from a Socio-Cultural Perspective." In Designing and Teaching the Secondary Science Methods Course, 109–27. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_7.

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

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Liu, Yang, Mihye Won, and David F. Treagust. "Secondary Biology Teachers’ Use of Different Types of Diagrams for Different Purposes." In Models and Modeling in Science Education, 103–21. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06526-7_5.

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Paez-Quinto, Myrna. "What Makes a Science Teacher Excellent." In Biology Education for Social and Sustainable Development, 325–30. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-927-5_35.

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Conner, Lindsey Norma. "Biology Student Teachers’ Reflections in Eportfolios as a Trigger for Self-Study of a Teacher Educator." In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research, 289–310. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0_15.

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Cheng, Meng-Tzu, and Ying-Tien Wu. "Designing Serious Educational Games (SEGs) for Learning Biology: Pre-service Teachers’ Experiences and Reflections." In Connecting Science and Engineering Education Practices in Meaningful Ways, 187–213. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16399-4_8.

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Chan, Kennedy Kam Ho, and Benny Hin Wai Yung. "Pedagogical Content Knowledge Development in Experienced Biology Teachers in Their First Attempts at Teaching a New Topic." In Science Education Research and Practice in Asia-Pacific and Beyond, 197–214. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5149-4_14.

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Conference papers on the topic "Science and biology teachers"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.
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Widodo, Ari. "Experienced biology teachers’ pedagogical content knowledge (PCK) on photosynthesis." In MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016): Proceedings of the 3rd International Seminar on Mathematics, Science, and Computer Science Education. Author(s), 2017. http://dx.doi.org/10.1063/1.4983985.

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Barquilla, Manuel B. "Knowledge base and functionality of concepts of some Filipino biology teachers in five biology topics." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019495.

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Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.

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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.
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Srisawat, Akkarawat, Napapan Aiemsum-ang, and Chokchai Yuenyong. "A Thai pre-service teacher’s understanding of nature of science in biology teaching." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019538.

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Aiemsum-ang, Napapan, and Chokchai Yuenyong. "Thai in-service teacher understanding of nature of science in biology teaching: Case of Mali." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5019511.

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Suwono, Hadi, Muhammad Saefi, and Herawati Susilo. "Challenge based learning to improve scientific literacy of undergraduate biology students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094018.

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Kumpaty, Subha, Asha Foster, Alex Hutson, and Vipin Paliwal. "Vitamin B Complex and Bioheat Transfer Projects: 2008 Summer Research Experiences for Teachers at Milwaukee School of Engineering." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12536.

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This paper describes the summer research experiences of a high-school chemistry and biology teacher and a middle-school science teacher at the Milwaukee School of Engineering (MSOE). The first project involved researching B Complex Vitamins at MSOE’s Center for Biomolecular Modeling, developing molecular models using rapid prototyping technology (Z Corp 3D Printer) and creating curriculum modules for teaching the role of B Complex Vitamins to chemistry students in public high schools. A Javascript/HTML for interactive and dynamic presentation for understanding of thiamine (Vitamin B1) via web was written and implemented with Jmol software. A visual inspection of the family of Vitamin B Complex created and the curriculum modules developed during this project provide exciting and effective learning avenues for students in biology and chemistry classrooms. The second project dealt with the study of bioheat transfer and its simulation using MATLAB, and creation of a curriculum module that illustrates heat transfer principles reinforced by implementing the simulation. The teachers enjoyed the interaction with their advisors and the positive environment for their professional development. Details of their projects and experiences along with the evaluation of the program are presented in this paper. The teachers were pleased to be involved in connecting physics, biology, engineering and math into real projects that will motivate the students in their classes to pursue careers in STEM fields.
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Suwono, Hadi, Widi Cahya Adi, and Endang Suarsini. "Guided inquiry-blended learning (GI-BL) to enhance the critical thinking skill of undergraduate biology students." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2018: Proceedings of the 6th International Conference for Science Educators and Teachers (ISET) 2018. Author(s), 2019. http://dx.doi.org/10.1063/1.5094017.

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Arsih, Fitri, Siti Zubaidah, Hadi Suwono, and Abdul Gofur. "The implementation of RANDAI to improve pre-service biology teachers’ communication skills." 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/10.1063/5.0043166.

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Reports on the topic "Science and biology teachers"

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Micklos, David A. The Science and Issues of Human DNA Polymorphisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894160.

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David. A Micklos. The Science and Issues of Human DNA Polymoprhisms: A Training Workshop for High School Biology Teachers. Office of Scientific and Technical Information (OSTI), October 2006. http://dx.doi.org/10.2172/894163.

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Wieda, Karen J., Michael J. Schweiger, Mary Bliss, Stan G. Pitman, and Eugene A. Eschbach. Materials Science and Technology Teachers Handbook. Office of Scientific and Technical Information (OSTI), September 2008. http://dx.doi.org/10.2172/937046.

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Author, Not Given. The Teachers Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/7181866.

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LoFaro, Keelan. Cooperating Teachers' Perceived Preparedness to Support Science Teacher Candidates for Culturally Sustaining Science Teaching. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7204.

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Brett, B., M. A. Scheirer, and S. Raizen. A study of the Teachers` Academy for Mathematics and Science. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/161557.

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Thart, N. A. The Teachers Academy for mathematics and science. 1996 Annual report. Office of Scientific and Technical Information (OSTI), December 1996. http://dx.doi.org/10.2172/543634.

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/34371.

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O'Brien, Janese C. Analytical Chemistry at the Interface Between Materials Science and Biology. Office of Scientific and Technical Information (OSTI), September 2000. http://dx.doi.org/10.2172/764626.

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Niedo, Noelle Frances. A Pilot Study on Methods to Introduce Teachers to New Science Standards. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5415.

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