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Journal articles on the topic 'Teaching biology'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Cornwall, Sharon. "Teaching Biology." American Biology Teacher 72, no. 1 (2010): 48–49. http://dx.doi.org/10.1525/abt.2010.72.1.12.b.

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Loftin, Madelene. "Teaching Biology." American Biology Teacher 72, no. 3 (2010): 205. http://dx.doi.org/10.1525/abt.2010.72.3.14.

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3

Weinberg, S. "Biology teaching." Science 240, no. 4853 (1988): 706. http://dx.doi.org/10.1126/science.3363352.

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4

Tidon, Rosana, and Richard C. Lewontin. "Teaching evolutionary biology." Genetics and Molecular Biology 27, no. 1 (2004): 124–31. http://dx.doi.org/10.1590/s1415-47572004000100021.

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5

Alves, R., E. Vilaprinyo, and A. Sorribas. "Teaching systems biology." IET Systems Biology 5, no. 2 (2011): 131–36. http://dx.doi.org/10.1049/iet-syb.2010.0032.

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Braker, Elizabeth, and Thomas A. Scott. "Teaching Conservation Biology." Ecology 75, no. 5 (1994): 1517–18. http://dx.doi.org/10.2307/1937477.

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7

Luzyawati, Lesy. "PROFIL TINGKAT PENGUASAAN KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 1 (2015): 88. http://dx.doi.org/10.18269/jpmipa.v20i1.568.

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This study aimed to determine basic teaching skill level of pre service Biology teachers in one of private university in Indramayu in terms of their skills in opening, probing question, stimulating, conducting core activity and closing teaching activity. Subjects were 90 Biology Education Program. This study use ex post facto approach with quantitative descriptive research methods. Data were collected using teacher observation and peer assessment sheet. The instruments used were teaching assessment rubric and questionnaire data. The data obtained were processed and analyzed in the tendency tab

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8

Dougherty, Michael J. "Is Teaching Biology Enough?" American Biology Teacher 65, no. 6 (2003): 405–6. http://dx.doi.org/10.2307/4451527.

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9

Wivagg, Dan. "Lotteries and Biology Teaching." American Biology Teacher 48, no. 1 (1986): 6. http://dx.doi.org/10.2307/4448176.

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10

Wake, Marvalee H. "Help for Teaching Biology." BioScience 57, no. 5 (2007): 387. http://dx.doi.org/10.1641/b570501.

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Judson, Peter. "Cell Biology Teaching Manipulative." American Biology Teacher 70, no. 5 (2008): 306–7. http://dx.doi.org/10.2307/30163279.

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12

Xiaohui, Yang. "Teaching biology in China." Journal of Biological Education 25, no. 2 (1991): 141–45. http://dx.doi.org/10.1080/00219266.1991.9655193.

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Destiara, Meyninda. "The Practicality of Teaching Material Biology of Islamic-Science based on Augmented Reality." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 2, no. 2 (2020): 117. http://dx.doi.org/10.20527/bino.v2i2.8756.

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The results of the observation of biology learning in MAN 1 Banjarmasin are not familiar with using the teaching materials based on interactive technology. The development of teaching materials based on Augmented Reality Media can be a solution to solve these problems. This study aims to determine the practicality of biology teaching materials based on Islamic-science using Augmented Reality media. The design of this study uses the Borg and Gall models that have been approved to perfection of limited trial evaluation. The results showed that the teaching material developed was very practical t

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14

Irmania, Novi, Rahardjo Rahardjo, and Suyono Suyono. "PENGEMBANGAN BAHAN AJAR BIOLOGI TERINTEGRASI IMTAQ PADA MATERI VERTEBRATA SESUAI KURIKULUM 2013 KELAS X SMA." JPPS (Jurnal Penelitian Pendidikan Sains) 5, no. 2 (2017): 983. http://dx.doi.org/10.26740/jpps.v5n2.p983-990.

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The research aims is to develop biology teaching material integrated religious value on vertebrate subject which fulfill feasibility, readability and effectiveness.The design of the research use Fenrich Instructional Development Cycle Model contains six phase; planning, design, development, implementation, analysis, evaluation, and revision. On this development, the assessment was done by 2 biology lecturers, Islamic lecturer, and biology teacher. The objects of the study are 30 students of X SMA Amanatul Ummah Surabaya. The analysis result and discussion show the average score of feasibility

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15

Tleuzhanova, G. K., A. B. Mekezhanova, and Zh M. Baigozhina. "Metasubject Potential of Teaching English to Biology Students." Bulletin of the Karaganda University. Pedagogy series 108, no. 4 (2022): 201–6. http://dx.doi.org/10.31489/2022ped4/201-206.

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The introduction of trilingual education into the Kazakhstani education system, due to its integration into the world educational space, has changed the setting of goals in the system of higher pedagogical education. Thus, the goals of preparing a subject teacher are complemented by the possession of a future specialist in a foreign language professional competence. The purpose of the study is to identify the meta-subject potential of a foreign language in the system of higher pedagogical education in Kazakhstan. The authors of the article studied the experience of teaching English as an EMI i

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16

Ibragimova, Shakhruza. "THE ROLE OF MODERN LABORATORIES IN TEACHING BIOLOGY." Oriental Journal of Biology and Chemistry 03, no. 05 (2023): 20–26. http://dx.doi.org/10.37547/supsci-ojbc-03-05-04.

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Modern laboratories have become integral in teaching biology, providing students with hands-on experiences that enhance their learning outcomes and scientific skills. This article explores the role of modern laboratories in biology education, focusing on their impact on experiential learning, scientific inquiry, and skill development. The integration of modern laboratories fosters a deeper understanding of biological concepts through active participation in experiments and practical applications. Moreover, laboratories promote scientific inquiry and critical thinking by engaging students in th

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17

Reid, Joshua W., and Emily G. Weigel. "Examining Perspectives of Teaching Among Biology Teaching Assistants." Journal of College Science Teaching 51, no. 3 (2022): 67–77. http://dx.doi.org/10.1080/0047231x.2022.12290562.

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18

Hardiansyah, Hardiansyah, Noorhidayati Noorhidayati, Mahrudin Mahrudin, and Riya Irianti. "Bimbingan Teknis Penulisan Bahan Ajar Biologi Berbasis Potensi Lokal Pada MGMP IPA-Biologi SMP di Hulu Sungai Selatan." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 3, no. 2 (2021): 144. http://dx.doi.org/10.20527/btjpm.v3i2.2741.

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Potensi lokal Kabupaten Hulu Sungai Selatan dapat dijadikan sumber belajar, dan sebagai bahan ajar Biologi sehingga pembelajaran kontekstual menjadi lebih bermakna. Keterbatasan bahan ajar berbasis potensi lokal dan pengetahuan guru yang tergabung dalam MGMP IPA-Biologi se Kabupaten Hulu Sungai Selatan dalam membuatan bahan ajar perlu mendapatkan bimbingan. Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberi bekal dan bimbingan kepada guru-guru IPA-Biologi dalam mengembangkan bahan ajar berbasis potensi lokal. Pelaksanaan kegiatan Pengabdian Kepada Masyarakat ini menggunakan

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19

De Macedo, Aubley Priscila Zeri, and Adley Bergson Gonçalves De Abreu. "Programando o ensino de biologia/ Programming the teaching of biology." Brazilian Journal of Development 8, no. 6 (2022): 42878–910. http://dx.doi.org/10.34117/bjdv8n6-026.

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20

Murtini, Iin, Siti Zubaidah, and Dwi Listyorini. "Kebutuhan Bahan Ajar Matakuliah Biologi Sel di Perguruan Tinggi Kota Malang." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 8 (2019): 1120. http://dx.doi.org/10.17977/jptpp.v4i8.12685.

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<p class="Abstrak"><strong>Abstract:</strong> The purpose of this research was to find out the teaching materials that needed to be developed in Cell Biology courses at Malang City Universities. The study was conducted on students who have taken Cell Biology courses in four college at the Malang city. The type of research conducted is quantitative descriptive research. The results showed that students were interested in Cell Biology courses and in the Cell Biology course there were several topics which were considered difficult including cell division, cell division control,

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21

Tzovla, Eirini, and Katerina Kedraka. "Teaching Biology in Primary Education." International Journal of Educational Technology and Learning 8, no. 2 (2020): 91–97. http://dx.doi.org/10.20448/2003.82.91.97.

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22

Stencel, John E. "Paper Analogies Enhance Biology Teaching." American Biology Teacher 59, no. 4 (1997): 232–35. http://dx.doi.org/10.2307/4450292.

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23

Hershey, David R. "History & Relevant Biology Teaching." American Biology Teacher 61, no. 5 (1999): 326–28. http://dx.doi.org/10.2307/4450691.

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24

Johansen, Carol K., and David E. Harris. "Teaching the Ethics of Biology." American Biology Teacher 62, no. 5 (2000): 352–58. http://dx.doi.org/10.2307/4450918.

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25

Jenkins, Ronald L., W. Mike Howell, L. J. Davenport, and Linda F. Wood. "Teaching Field Biology with Photography." American Biology Teacher 65, no. 6 (2003): 450–54. http://dx.doi.org/10.2307/4451534.

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26

Sayan, Hamiyet, and Hatice Mertoğlu. "Equipment Use in Biology Teaching." Journal of Educational Issues 6, no. 1 (2020): 357. http://dx.doi.org/10.5296/jei.v6i1.17042.

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This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment i

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27

Beyer, Barry K., and Ronald E. Charlton. "Teaching Thinking Skills in Biology." American Biology Teacher 48, no. 4 (1986): 207–12. http://dx.doi.org/10.2307/4448265.

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28

Johansen, Carol K., and David E. Harris. "Teaching the Ethics of Biology." American Biology Teacher 62, no. 5 (2000): 352–58. http://dx.doi.org/10.1662/0002-7685(2000)062[0352:tteob]2.0.co;2.

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29

Sədrəddin qızı Camıyeva, Sədaqət. "STEAM model in teaching biology." SCIENTIFIC WORK 71, no. 10 (2021): 45–51. http://dx.doi.org/10.36719/2663-4619/71/45-51.

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The STEAM educational model is based on the idea of teaching students 5 specific fields of Science ( Teshology) , Enerineering ( Energineering), Art (Art), Mathematics ( Marth) in a joint and integrated way. The teaching of biology at school is based on regular demonstrations of experience. However, it is difficuit for students with figurative memory to leam abstract, pictureless processes. My observations today give grounds to say that the teaching of Biology with the help of STEAM will become more difficuit in order to solve these problems and achieve the active use of internet resources in

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30

Allen, Deborah, and Kimberly Tanner. "Approaches in Cell Biology Teaching." Cell Biology Education 1, no. 1 (2002): 3–5. http://dx.doi.org/10.1187/cbe.02-04-0430.

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31

Gardner, Richard D. "Teaching Biology with Extended Analogies." American Biology Teacher 78, no. 6 (2016): 512–14. http://dx.doi.org/10.1525/abt.2016.78.6.512.

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All teachers hope that students learn to apply and analyze, rather than simply memorize or parrot back, the teacher's words. One method of encouraging the development of students’ higher-level thinking skills is to give learners practice in identifying appropriate analogies for biological concepts, and in forming their own. Analogies focus on the larger concepts we are trying to teach, rather than specific biological details or actual biological examples. They are fun to practice in class, and this practice prepares students for similar test questions.

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32

Odom, Arthur Louis, Lloyd H. Barrow, and William L. Romine. "Teaching Osmosis to Biology Students." American Biology Teacher 79, no. 6 (2017): 473–79. http://dx.doi.org/10.1525/abt.2017.79.6.473.

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Osmosis is a fundamental concept of great importance to understanding natural biological, physical, and chemical processes. We provide an instructional guide to assist instructors of advanced high school biology and college biology students in defining questions that are central to deriving a highly developed understanding of osmosis. We present teaching activities that focus on advancing multiple hypotheses about the cause of osmosis, presenting a tentative explanation and model of osmosis, and drawing scientifically accepted conclusions about osmotic processes.

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33

Clarkeburn, Henriikka, Ellen Beaumont, Roger Downie, and Norman Reid. "Teaching biology students transferable skills." Journal of Biological Education 34, no. 3 (2000): 133–37. http://dx.doi.org/10.1080/00219266.2000.9655703.

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34

Mikropoulos, Tassos A., Apostolos Katsikis, Eugenia Nikolou, and Panayiotis Tsakalis. "Virtual environments in biology teaching." Journal of Biological Education 37, no. 4 (2003): 176–81. http://dx.doi.org/10.1080/00219266.2003.9655879.

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35

Tunnicliffe, Sue Dale, and Catherine Ueckert. "Teaching biology — the great dilemma." Journal of Biological Education 41, no. 2 (2007): 51–52. http://dx.doi.org/10.1080/00219266.2007.9656061.

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36

Silcox, A. P. "Teaching biology in Hong Kong." Journal of Biological Education 22, no. 3 (1988): 197–200. http://dx.doi.org/10.1080/00219266.1988.9654982.

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37

Killermann, Wilhelm. "Research into biology teaching methods." Journal of Biological Education 33, no. 1 (1998): 4–9. http://dx.doi.org/10.1080/00219266.1998.9655628.

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38

Taylor, Mark F. "Making Biology Teaching More ““Graphic””." American Biology Teacher 72, no. 9 (2010): 568–71. http://dx.doi.org/10.1525/abt.2010.72.9.9.

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In an age of enhanced visual technology, the use of visual supplements in the classroom has become increasingly effective in conveying information about complex biological concepts. What is more, many students feel the need to ““see”” concepts depicted in one form or another. Over many years of teaching biology at a university, I discovered the usefulness of incorporating simple, generic graphs into lectures and assignments to show relationships between assorted variables discussed in class. Here, I show how to illustrate a relationship between two variables on a single graph and integrate rel

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39

LoPresti, V. "Introductory Biology: Top-Down Teaching." Science 325, no. 5946 (2009): 1338–39. http://dx.doi.org/10.1126/science.325_1338c.

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40

Bennett, J. "Dental education: Oral biology teaching." British Dental Journal 222, no. 6 (2017): 407. http://dx.doi.org/10.1038/sj.bdj.2017.249.

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41

Iancu, Mariana. "Bioethical Education in Teaching Biology." Procedia - Social and Behavioral Sciences 127 (April 2014): 73–77. http://dx.doi.org/10.1016/j.sbspro.2014.03.215.

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42

Burke da Silva, Karen. "Evolution-Centered Teaching of Biology." Annual Review of Genomics and Human Genetics 13, no. 1 (2012): 363–80. http://dx.doi.org/10.1146/annurev-genom-090711-163749.

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43

Bernstein, Rachel. "Education Evolving: Teaching Biology Online." Cell 155, no. 7 (2013): 1443–45. http://dx.doi.org/10.1016/j.cell.2013.11.038.

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44

Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (2014): 17–21. http://dx.doi.org/10.1525/abt.2014.76.1.5.

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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have the

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45

Hakim, Nasrul, Yudiyanto Yudiyanto, Pundi Restu Lulul Hakiki, and Siti Soleha. "Analisis keterampilan dasar mengajar mahasiswa tadris biologi." JPBIO (Jurnal Pendidikan Biologi) 5, no. 1 (2020): 56–63. http://dx.doi.org/10.31932/jpbio.v5i1.576.

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Keterampilan dasar mengajar sangat menentukan proses dan hasil pembelajaran. Tujuan penelitian ini adalah mengungkap keterampilan dasar mengajar mahasiswa Tadris biologi IAIN Metro. Penelitian ini menggunakan metode deskriptif kualitatif. Data penelitian ini diperoleh dari mahasiswa jurusan Tadris biologi semester V yang sedang menempuh matakuliah strategi pembelajaran biologi. Hasil penelitian menunjukkan bahwa keterampilan bertanya diperoleh skor 56,80 masuk kategori kurang terampil, keterampilan menjelaskan diperoleh skor 51,90 masuk kategori kurang terampil, keterampilan membuka dan menutu

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46

Pribićević, Tijana, Tomka Miljanović, Vera Županec, and Branka Radulović. "Student's attitudes toward application of computer-assisted interactive biology teaching in grammar school." Biologia Serbica 42, no. 1 (2020): 3–9. https://doi.org/10.5281/zenodo.10017357.

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<strong>Summary.</strong> Computer-assisted interactive teaching is one of the more innovative models suitable for application in the natural science teaching process. Previous research showed that computer-assisted interactive methods improve teaching quality and efficiency, contribute to the individualization of teaching, enhance cooperation in teaching and enable use of various knowledge sources. This paper presents the results of a questionnaire on the application of computer-assisted interactive teaching in grammar school for realization of curriculum objectives within the subject, &lsquo

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47

Kaur, Gurkirat. "Teaching Biology using Concept Attainment Model (CAM in Biology)." Journal of Research: THE BEDE ATHENAEUM 7, no. 1 (2016): 23. http://dx.doi.org/10.5958/0976-1748.2016.00004.7.

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48

Haryono, Leka Frita Yanuati, I. Nengah Parta, and Gatot Muhsetyo. "Pengetahuan Konten Pedagogik Guru Matematika Pemula pada Program Linie." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 8 (2019): 1103. http://dx.doi.org/10.17977/jptpp.v4i8.12683.

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<p class="Abstrak"><strong>Abstract:</strong> The purpose of this research was to find out the teaching materials that needed to be developed in Cell Biology courses at Malang City Universities. The study was conducted on students who have taken Cell Biology courses in four college at the Malang city. The type of research conducted is quantitative descriptive research. The results showed that students were interested in Cell Biology courses and in the Cell Biology course there were several topics which were considered difficult including cell division, cell division control,

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49

Haiech, Jacques. "Quels enseignements de mathématiques pour la biologie ? / Which mathematics for teaching biology ?" Notes Académiques de l'Académie d'agriculture de France / Academic Notes of the French Academy of Agriculture 16, no. 2 (2023): 1–16. http://dx.doi.org/10.58630/pubac.not.a244295.

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A viewpoint on the teaching of mathematics in biology is presented. It is based on a defi- nition of the notion of the living organism, a description of an integrated didactic space where a curriculum is a path in this space, and, finally, a proposal for a framework of teaching extending from the bachelor's degree to the doctorate and taking into account the students' objective, either scientific or engineering. The aim of these reflections is to trigger a discussion on the presentation of programmes for the teaching of mathematics in biology curricula, making it possible to establish the obje

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50

Owens, Melinda T., Gloriana Trujillo, Shannon B. Seidel, et al. "Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching." CBE—Life Sciences Education 17, no. 1 (2018): ar2. http://dx.doi.org/10.1187/cbe.17-06-0106.

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Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department’s faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institut

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