Relevant bibliographies by topics / Teaching/learning biology

Contents

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

Academic literature on the topic 'Teaching/learning biology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teaching/learning biology"

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Miller, Peter G. G., and Neil M. Hamilton. "Computers in teaching and learning biology." Computers & Education 19, no. 1-2 (July 1992): 9–16. http://dx.doi.org/10.1016/0360-1315(92)90005-p.

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Kumar, Anuj. "Teaching Systems Biology: An Active-learning Approach." Cell Biology Education 4, no. 4 (December 2005): 323–29. http://dx.doi.org/10.1187/cbe.04-12-0057.

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With genomics well established in modern molecular biology, recent studies have sought to further the discipline by integrating complementary methodologies into a holistic depiction of the molecular mechanisms underpinning cell function. This genomic subdiscipline, loosely termed“ systems biology,” presents the biology educator with both opportunities and obstacles: The benefit of exposing students to this cutting-edge scientific methodology is manifest, yet how does one convey the breadth and advantage of systems biology while still engaging the student? Here, I describe an active-learning approach to the presentation of systems biology. In graduate classes at the University of Michigan, Ann Arbor, I divided students into small groups and asked each group to interpret a sample data set (e.g., microarray data, two-hybrid data, homology-search results) describing a hypothetical signaling pathway. Mimicking realistic experimental results, each data set revealed a portion of this pathway; however, students were only able to reconstruct the full pathway by integrating all data sets, thereby exemplifying the utility in a systems biology approach. Student response to this cooperative exercise was extremely positive. In total, this approach provides an effective introduction to systems biology appropriate for students at both the undergraduate and graduate levels.
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Kuldell, Natalie. "Authentic teaching and learning through synthetic biology." Journal of Biological Engineering 1, no. 1 (2007): 8. http://dx.doi.org/10.1186/1754-1611-1-8.

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Zupanec, Vera, Tomka Miljanovic, and Snezana Parezanovic-Ristic. "Biology teachers’ attitudes toward computer assisted learning." Archives of Biological Sciences 66, no. 3 (2014): 1281–89. http://dx.doi.org/10.2298/abs1403281z.

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Based on the new technology initiative in Serbian education, we explored primary school teachers? attitudes toward Computer Assisted Learning (CAL) in biology teaching, as well as the relationships between the teachers? attitudes and four independent variables: age, teaching experience, teachers? competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers? competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers? attitudes toward CAL. We offer suggestions for further research in this field.
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Olivia, Nadia, Relsas Yogica, Indra Hartanto, and Lufri Lufri. "Study Perception and Motivation Research in Learning Biology." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 37. http://dx.doi.org/10.24036/apb.v4i2.5775.

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This research is about descriptive research which propose to recognize students’ perception level in teachers’ teaching method application, to know students’ motivation level while learning biology and to know the relation between students’ perception about teachers’ teaching method application and students’ motivation in learning biology of XI grade students’ of SMAN 3 Pariaman. The researcher will distributed several questionnaires about students’ perception in teachers’ teaching method application and students’ learning motivation. Each questionnaire will content 24 questions for students’ perception and 29 questions for students’ learning motivation. The two lectures of biology department and one biology teacher in SMAN 3 Pariaman will do a validation of these questionnaires. The data analyze in this research will use statistic calculation and correlation which can be use as descriptive analysis. Based on the research analysis result, we conclude that students’ perception in teachers’ teaching method application are good which gain 84% in range 80-89%, and students’ motivation level while learning biology took the high grade which gain 78% in range 61-80% and it have a positive relation and significant between students’ perceptionabout teachers’ teaching method application and the students’ motivation in learning biology of XI grade students of SMAN 3 Pariaman. The relation of perception about teachers’ teaching method application and the students’ motivation in learning biology are stated to be strong which gain 43,56%. Keywords: Perception, Teaching Method of Teacher, Motivation
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Gajić, Milica M., Tomka B. Miljanović, Snežana S. Babić-Kekez, Vera D. Županec, and Tamara T. Jovanović. "CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING." Journal of Baltic Science Education 20, no. 2 (April 5, 2021): 184–203. http://dx.doi.org/10.33225/jbse/21.20.184.

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Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis
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Yli-Panula, Eija, Eila Jeronen, Piia Lemmetty, and Anna Pauna. "Teaching Methods in Biology Promoting Biodiversity Education." Sustainability 10, no. 10 (October 22, 2018): 3812. http://dx.doi.org/10.3390/su10103812.

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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.
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Sayan, Hamiyet, and Hatice Mertoğlu. "Equipment Use in Biology Teaching." Journal of Educational Issues 6, no. 1 (June 22, 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 in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.
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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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Ho Thi Hong, Van, Hoan Le Ngoc, and Bao Dinh Quang. "DESIGNING LEARNING ACTIVITIES IN BIOLOGY GRADE 10 TO ENHANCE STUDENTS’ CAREER ORIENTATION." Journal of Science Educational Science 65, no. 12 (December 2020): 212–22. http://dx.doi.org/10.18173/2354-1075.2020-0125.

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Career orientation for high school students in teaching subjects has been identified as an important goal in general education so far and is especially reflected in the General Education Program 2018. This study has proposed the process of designing learning activities and types of learning activities in teaching Biology grade 10 to promote students’ career orientation. Since then, we suggested to teachers when using learning activities according to 5E model and experiential teaching to improve the effectiveness of career-oriented teaching for students. The study has designed a learning topic illustrating the steps in the process of designing teaching activities to orient careers for students in teaching Biology grade 10 according to the Biology curriculum 2018.
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Dissertations / Theses on the topic "Teaching/learning biology"

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Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.

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A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Tajzai, Vagma. "Preschool teachers' perceptions of biology teaching : Biology teaching in an outdoor environment from the child's perspective." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85829.

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Abstract This study is about preschool teachers' perceptions of biology teaching in preschool. The study examines three questions based on the purpose of the study that focus on preschool teachers 'perceptions of biology teaching in preschool, the child's perspective as a starting point in biology teaching and preschool teachers' reasoning about the importance of the outdoor environment as a learning environment for biology teaching. The study is based on previous research results that highlight preschool teachers' lack of subject knowledge and uncertainty in science teaching at preschool. In addition, both the preschool curriculum and research studies emphasize the child's perspective in teaching. Learning environment in the form of both indoor and outdoor environment in accordance with previous research studies is a contributing factor in children's learning and development. In this study, the learning environment is highlighted as an outdoor environment in the form of the forest, nature walks and the preschool yard. The study results are based on empirical data collected based on semi-structured interviews with six preschool teachers in two different municipalities in western Sweden. Interviews are then analyzed based on a phenomenographic methodological approach. The results show that preschool teachers' perceptions of the subject of biology and its teaching in preschool are mostly linked to nature, animals, plants, and the human body. The results also show in different ways where the preschool teachers take care of children's questions and perspectives and set it as a starting point in the planning of biology teaching. This is done by planning the teaching with the children where the children get a chance to talk about what they want to learn and do in preschool. Finally, the preschool teachers explained that the learning and teaching environment as an outdoor environment in the form of the forest, walks and the preschool yard has an important role in children's learning in biology.
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Chandi, Shagufta Shafqat. "Systems thinking as a teaching and learning tool for biology education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21940.

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Biological research is moving towards a more holistic approach (systems biology) in an attempt to bring together the vast range of biological data to make more sense of living systems. This makes demands on scientists and teachers to draw together understandings from many areas of biological study and also to be literate in areas other than biology. It is important that the biology curriculum is modified to reflect this change and to ensure that coherent understanding for meaningful learning can arise. This study aims to explore the ways by which systems thinking as an educational tool can enrich existing biology education practice. The specific aim was to develop systems-based educational material and to explore higher education students' reactions to this material and its impact on their learning processes. The literature on systems biology and systems thinking is reviewed in the context of biology education. The work involved identifying areas of difficulty for first year undergraduates and establishing the views of experienced university teachers and researchers in Scotland about systems biology, systems thinking and biology education. This was followed by the development and application of the systems-based educational material in a selected topic in genetics. The material was later refined and used in Pakistan. The impact of the new material was assessed. The study also investigated the views of experienced academics applying and researching about the use of the concept of systems-thinking in biology education in the Netherlands. The study showed that much of biology education is fragmented and that there are considerable difficulties with learning genetics stemming from its presentation as fragmented content. It also showed that there is widely held view that systems thinking should inform and could improve biology education. A framework based on the concept of systems thinking was used to develop systems-based educational material. This material was well received by first year university undergraduates and college students and made an impact on their learning. Further work needs to be carried out on effectiveness in learning biology while further exploration of the use of systems-based educational principles for biology education is recommended. The study contributed significantly in offering a procedure for developing systems-based educational material.
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Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.

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Maskiewicz, April Lee. "Rethinking biology instruction the application of DNR-based instruction to the learning and teaching of biology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3206964.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006.
Title from first page of PDF file (viewed May 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 340-356).
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Guerrera, Claudia P. "Testing the effectiveness of problem-based learning with learning disabled students in biology." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38197.

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The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.
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Wilkie, Tara V. "Examining the effectiveness of instructive animation : a computer learning environment for teaching learning disabled students biology." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26358.

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A computer animated learning environment, INFECTRON, was developed to teach learning disabled (LD) and non learning disabled (NLD) students a biology lesson, INFECTRON uses two different modalities, auditory (narration) and visual (animation), exposing students to dual information processing codes (verbal, spatial), allowing them the flexibility to use a learning style they prefer. INFECTRON teaches students how the body protects itself from invading germs. Students were presented the animation and oral narration concurrently, successively and compared to a control group. Subjects were 30 LD and 30 NLD in grades 7 and 8 attending a large comprehensive high school in Montreal. Measures included a pretest, posttest, reasoning tasks, and a retention test. Results indicated that students (LD and NLD) in the computer conditions (concurrent and successive) outperformed students (LD and NLD) in the control condition on the pre, post and reasoning tasks. No significant differences were found between students (LD and NLD) in the concurrent group and students (LD and NLD) in the successive group on the post test and reasoning tasks. No group differences were found between the LD and NLD students in the computer conditions. It was confirmed that INFECTRON benefits both LD students and NLD students, allowing LD students to perform at par with NLD students on these biology measures.
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Chan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.

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Perry, Janet Elise. "Envirothon teaching methods: how do they impact learning in the traditional biology classroom?" Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/perry/PerryJ0811.pdf.

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My Action Research Project connects the Envirothon contest with a traditional biology classroom. In the Envirothon, a national environmental contest, teams of high school students work together outdoors, solving site-based natural resource questions and problems in aquatics, forestry, soils, wildlife, and a current environmental issue. During this competition, teams rotate from Station to Station, working on a variety of "hands on" tasks specific to each environmental area; the students are also tested on sets of questions that cover a very wide range of information for each topic. "Envirothon Teaching Methods" typically used to successfully prepare teams for this competition involve bringing in knowledgeable professionals to help students learn about each of these environmental areas. The lessons, presented by local natural resource people with expertise and experience, usually focus on providing students with "real world" information. Students typically learn in an outdoor setting and/or use local materials and resources. "Hands on" authentic activities are emphasized as an important way to increase student comprehension of environmental subject matter. In this Action Research Project, I incorporated the same teaching methods commonly used to train students for Envirothon contests into my high school College Biology course. When used by an entire class of students within a traditional school day setting, Envirothon teaching methods had positive impacts on students' comprehension of environmental topics.
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Robison, Diane F. "Active learning in a large enrollment introductory biology class : problem solving, formative feedback, and teaching as learning /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1338.pdf.

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Books on the topic "Teaching/learning biology"

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Schraer, William D. A learning program for biology. 2nd ed. Newton, Mass: Cebco, 1987.

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Sea life: Learning experiences for children. Palo Alto, Ca: Dale Seymour Publications, 1987.

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The art of changing the brain: Enriching teaching by exploring the biology of learning. Sterling, Va: Stylus Pub., 2002.

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J, Duch Barbara, ed. Thinking toward solutions: Problem-based learning activities for general biology : student's manual. Fort Worth, Tex: Saunders College Publishing; Harcourt Brace College Publishers, 1998.

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J, Klein William. Learning for all seasons. Sioux City, Iowa: MB Learning Systems, 1993.

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Dubeck, Leroy W. Fantastic voyages: Learning science through science fiction films. 2nd ed. New York: Springer, 2004.

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E, Moshier Suzanne, and Boss Judith E, eds. Fantastic voyages: Learning science through science fiction films. New York: American Institute of Physics, 1994.

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Dubeck, Leroy W. Fantastic voyages: Learning science through science fiction films. 2nd ed. New York, NY: Springer, 2003.

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Evolution challenges: Integrating research and practice in teaching and learning about evolution. Oxford: Oxford University Press, 2012.

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1975-, Korhonen Mikko, and Kohtamäki Jukka 1981-, eds. Using physical science gadgets & gizmos, grades 3-5: Phenomenon-based learning. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2014.

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Book chapters on the topic "Teaching/learning biology"

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Winterbottom, Mark. "Teaching and Learning Biology." In Science Education, 343–53. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_25.

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Tan, Sandra, and Russell Waugh. "Use of Virtual-Reality in Teaching and Learning Molecular Biology." In 3D Immersive and Interactive Learning, 17–43. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4021-90-6_2.

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Roth, Douglas F., and Katherine Verdolini Abbott. "Vocal Health and Singing Pedagogy: Considerations from Biology and Motor Learning." In Teaching Singing in the 21st Century, 69–89. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8851-9_6.

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Chin, Chee Keong, Kwan Hooi Khor, and Tiam Kian Teh. "Is Gallery Walk an Effective Teaching and Learning Strategy for Biology?" In Biology Education and Research in a Changing Planet, 55–59. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-524-2_6.

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Jardine, Hannah E., Daniel M. Levin, and Todd J. Cooke. "Group Active Engagement in Introductory Biology: The Role of Undergraduate Teaching and Learning Assistants." In Active Learning in College Science, 451–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_28.

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Sandberg, Ylva. "16. Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 298–314. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-023.

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Petr, Jan, Miroslav Papáček, and Iva Stuchlíková. "The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching." In Professional Development for Inquiry-Based Science Teaching and Learning, 205–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_11.

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Tetaj, Floridona. "An Analytical Scheme to Characterise the Mathematical Discourse of Biology Tasks." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 641–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_54.

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Rogovchenko, Yuriy. "Mathematical Modelling with Biology Undergraduates: Balancing Task Difficulty and Level of Support." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 571–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_48.

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Aleixandre, Maria Pilar Jimenez, Ruth Amir, Michael J. Brody, Pinchas Tamir, and Warren Tomkiewicz. "The Nature of Knowledge in Biology and Its Implications for Teaching and Learning." In Knowledge Acquisition, Organization, and Use in Biology, 1–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-61047-9_1.

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Conference papers on the topic "Teaching/learning biology"

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Županec, Vera, Nikola Antonić, Tijana Pribićević, Tomka Miljanović, and Branka Radulović. "APPLICATION OF ADAPTIVE ELECTRONIC LEARNING IN BIOLOGY TEACHING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0899.

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Oliveira, Paulo, and Diogo Figueiredo. "A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors." In The International Conference on Advanced Research in Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/icate.2019.04.266.

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Yanti, N., Maridi Maridi, and Sutarno Sutarno. "Analysis of Biologi Teaching Material in Senior High School Learning Biology Process in Surakarta." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284942.

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Shri Ramamurthy, Sai. "Personalized assessments for the betterment of performance in Biology." In 3rd International Conference on Advanced Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.aretl.2020.12.118.

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Županec, Vera, Tihomir Lazarević, and Tijana Pribićević. "FLIPPED CLASSROOM MODEL AS A PROSPECT TO MODERN BIOLOGY TEACHING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2114.

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Doyle Prestwich, Barbara. "Learning beyond the classroom - Importance of residential fieldcourses in teaching plant biology." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.28.

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Abstract:
The establishment of physic gardens (gardens particularly focused on plants with medicinal properties) dates back to the middle of the 16th century and generally had strong links with university medical schools (Bennett, 2014). Wyse Jackson in 1999 described botanic gardens as ‘institutions holding documented collections of living plants for the purposes of scientific research, conservation, display and education’. In 2014, Bennet described the role of botanic gardens in university education as akin to learning in Paradise. By 2050 it is predicted that almost two thirds of the world’s population will live in an urban environment. This may have a huge impact on our ability to both experience and understand the natural world. Plants have a massive impact on the earth’s environment. This paper focuses on learning beyond the classroom in botanic & physic gardens and in industry settings using the annual Applied Plant Biology fieldcourse in UCC as a case study. The Applied Plant Biology residential fieldcourse has been running for the past five years (started in 2014) and takes place around Easter each year. I am the coordinator. It is a 5 day residential course for 3rd year Plant Science students. The learning outcomes of the fieldtrip state that; students should be able to discuss recent developments in industrial plant science research (facilitated in part by visits to a multinational (Syngenta) and smaller family owned companies (Tozers)); be able to explain worldwide plant conservation approaches and plant biodiversity in the context of different plant ecosystems and anthropogenic environmental impacts through engagement with such centers of excellence as Kew Botanic Gardens in London, Kew’s Millenium Seedbank Wakehurst in Sussex and the Chelsea Physic Garden in central London.
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Kotienieva, Iryna, and Inna Kurlishchuk. "BLENDED LEARNING IMPLEMENTATION IN TEACHING BIOLOGY IN UKRAINIAN SECONDARY SCHOOLS." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_18.

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Zufri, Winda Zuwanna, Herbert Sipahutar, and Syahmi Edi. "Relationship between Biology Teacher Teaching Style with Students Learning Outcome." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.60.

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

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Susetyarini, Eko. "Lesson Study Learning Community for Prospective Biology Teachers in Teaching Genetics." In 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.143.

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Reports on the topic "Teaching/learning biology"

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Hood-DeGrenier, Jennifer. Active Learning Workshops for Teaching Key Topics in Introductory Cell and Molecular Biology: Structure of DNA/RNA, Structure of Proteins, and Cell Division via Mitosis and Meiosis. Genetics Society of America Peer-Reviewed Education Portal (GSA PREP), December 2015. http://dx.doi.org/10.1534/gsaprep.2015.004.

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