Journal articles: '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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Almuqbil, Norah Saleh M. "A Proposal for Virtual Laboratories in Learning Biology for Secondary School Curriculum." Journal of Educational and Social Research 10, no. 6 (November 18, 2020): 323. http://dx.doi.org/10.36941/jesr-2020-0130.

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The study aimed to identify the extent of biology teachers' awareness regarding the importance of virtual laboratories in teaching biology for secondary school. It also intended to develop a proposal to enable biology teachers to use virtual laboratories in teaching secondary level. To achieve these aims, the descriptive-analytical approach was used. The research sample consisted of fifty female biology teachers at the secondary level in the city of Al-Kharj. The study applied the questionnaire as its main tool to gather data. The study concluded that the degree of awareness among female biology teachers regarding the importance of virtual laboratories in teaching biology for the secondary level was found at a moderate level. Besides, the ability of female biology teachers to use virtual laboratories in teaching biology for the secondary stage was low. Considering these results, a proposal was developed to enable female biology teachers to use virtual laboratories in teaching biology for secondary school.

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Peng, Bo, Li Yang, Xiao-Rui Ma, Feng Peng, Xue-Zhong Sun, Xin-Hua Huang, Yan-Fang Sun, Rui-Hua Pang, Meng-Yang Zheng, and Hong-Yu Yuan. "Research on the Development of Cooperative Learning and the Implementation of Strategies in Biology Classroom." Research Journal of Education, no. 65 (May 25, 2020): 39–44. http://dx.doi.org/10.32861/rje.65.39.44.

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Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.

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Owens, Melinda T., Gloriana Trujillo, Shannon B. Seidel, Colin D. Harrison, Katherine M. Farrar, Hilary P. Benton, J. R. Blair, et al. "Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching." CBE—Life Sciences Education 17, no. 1 (March 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 institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department–wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.

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Allen, Deborah, and Kimberly Tanner. "Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning." Cell Biology Education 2, no. 2 (June 2003): 73–81. http://dx.doi.org/10.1187/cbe.03-04-0019.

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Miller, Judith E., and Ronald D. Cheetham. "Teaching Freshmen to Think: Active Learning in Introductory Biology." BioScience 40, no. 5 (May 1990): 388–91. http://dx.doi.org/10.2307/1311217.

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Moliner Miravet, Lidón, Odet Moliner García, and Auxiliadora Sales Ciges. "Teaching and learning Biology and Geology through peer tutoring." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 31, no. 3 (November 1, 2013): 189. http://dx.doi.org/10.5565/rev/ec/v31n3.826.

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Lord, Thomas R. "101 Reasons for Using Cooperative Learning in Biology Teaching." American Biology Teacher 63, no. 1 (January 1, 2001): 30–38. http://dx.doi.org/10.2307/4451027.

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Cate, Jean McGregor, and Eileen Bross Grzybowski. "Teaching a Biology Concept Using the Learning Cycle Approach." American Biology Teacher 49, no. 2 (February 1, 1987): 90–92. http://dx.doi.org/10.2307/4448444.

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Namuddu, K. "Teaching and Learning Biology in Secondary Schools in Kenya." Studies in Science Education 17, no. 1 (January 1989): 57–98. http://dx.doi.org/10.1080/03057268908559974.

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Lu, Tan-Ni, Bronwen Cowie, and Alister Jones. "Senior High School Student Biology Learning in Interactive Teaching." Research in Science Education 40, no. 2 (November 29, 2008): 267–89. http://dx.doi.org/10.1007/s11165-008-9107-8.

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Andriyanti, Ayu, and Heffi Alberida. "Study of the Implementation of Online Biology Teaching at SMAN 06 Merangin during the Pandemic Period." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, no. 2 (June 27, 2021): 98. http://dx.doi.org/10.20527/bino.v3i2.10557.

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The impact of the Covid-19 pandemic is felt in various sectors, including education, so that learning activities are limited by implementing online learning. Likewise with SMAN 06 Merangin. This study aims to obtain an overview of the implementation of online biology learning at SMAN 06 Merangin. The subject of this research is a biology teacher. Data was collected using interviews. Data analysis was performed using the Miles & Huberman analysis technique. The results of research on the implementation of blood-based biology learning at SMAN 06 Merangin show that (1) the lesson planning is carried out, namely: determining the application, recording conditions and student phone numbers, preparing online learning tools; (2) implementation of online learning, namely preliminary activities in the form of filling in attendance via Google Form, Google Classroom or Whatsapp and submitting learning objectives to Google Classroom or Whatsapp. The core activities are in the form of delivering material, question and answer sessions via Classroom or Whatsapp. Closing activities in the form of drawing conclusions and assignments; (3) evaluations of online learning, namely, assessment of knowledge seen from the results of assignments, discussion of questions, and online exams. Skills assessment is seen from the results of project assignments and online practicum. Meanwhile, the attitude value is seen from the presence. Weak supervision of students, lack of strong signals in remote areas, and not all students have Gadgets are obstacles in the implementation of online biology learning at SMAN 06 Merangin. AbstrakDampak pandemi Covid-19 sangat terasa pada berbagai sektor, termasuk pendidikan, sehingga pembatasan aktivitas pembelajaran dengan menerapkan pembelajaran daring. Begitu juga dengan SMAN 06 Merangin. Penelitian ini bertujuan untuk memperoleh gambaran pelaksanaan pembelajaran biologi secara daring di SMAN 06 Merangin. Subjek penelitian ini adalah guru biologi. Data dikumpulkan dengan wawancara. Analisis data dilakukan menggunakan teknik analisis Miles & Huberman. Hasil penelitian terhadap pelaksanaan pembelajaran biologi berbasis daring di SMAN 06 Merangin menunjukkan bahwa (1) Perencanaan pembelajaran yang dilakukan meliputi: menentukan aplikasi, pendataan kondisi dan nomor telepon siswa, menyiapkan perangkat pembelajaran daring; (2) pelaksanaan pembelajaran daring terdiri dari kegiatan pendahuluan berupa mengisi absensi melalui Google Form, Google Classroom atau Whatsapp dan penyampaian tujuan pembelajaran pada Google Classroom atau Whatsapp. Kegiatan inti meliputi penyampaian materi, sesi tanya jawab melalui Classroom atau Whatsapp. Kegiatan penutup berupa penarikan kesimpulan dan penugasan; (3) evaluasi pembelajaran daring meliputi, penilaian pengetahuan, keterampilan dan sikap. Nilai pengetahuan diperoleh dari penilaian tugas, diskusi dan ujian online. Nilai keterampilan diperoleh dari tugas proyek dan praktikum Online. Sedangkan nilai sikap dilihat dari presensi. Lemahnya pengawasan terhadap siswa, kurang kuatnya sinyal di daerah pelosok dan tidak semua siswa memiliki Gadget menjadi kendala dalam pelaksanaan pembelajaran biologi secara daring di SMAN 06 Merangin.

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Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth. "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology." CBE—Life Sciences Education 7, no. 4 (December 2008): 368–81. http://dx.doi.org/10.1187/cbe.08-05-0024.

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We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardized tests. The BBT was then implemented in three different collegiate settings. Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy. From this work we also created a suite of complementary tools that can assist biology faculty in creating classroom materials and exams at the appropriate level of Bloom's Taxonomy and students to successfully develop and answer questions that require higher-order cognitive skills.

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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 (October 11, 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 to be used in supporting biology lessons in the Arthropods sub material.AbstrakHasil observasi pembelajaran biologi di MAN 1 Banjarmasin belum familiar menggunakan bahan ajar berbasis teknologi interaktif. Pengembangan bahan ajar berbasis media Augmented Reality dapat menjadi salah satu solusi untuk menyelesaikan permasalahan tersebut. Penelitian ini bertujuan untuk mengetahui kepraktisan bahan ajar biologi berbasis islam-sains menggunakan media Augmented Reality. Desain penelitian ini menggunakan model Borg and Gall yang telah dimodifikasi yaitu sampai pada tahap penyempurnaan evaluasi dari uji coba terbatas. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan sangat praktis digunakan dalam menunjang mata pelajaran biologi pada sub materi Arthropoda.

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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 (April 7, 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 menutup pembelajaran diperoleh skor 44,67 masuk kategori kurang terampil, keterampilan membimbing diskusi kelompok kecil diperoleh skor 68,15 masuk kategori cukup terampil, keterampilan mengajar kelompok kecil dan perorangan diperoleh skor 52,70 masuk kategori kurang terampil, keterampilan mengelola kelas diperoleh skor 53,32 masuk kategori kurang terampil, keterampilan memberi penguatan diperoleh skor 65,80 masuk kategori cukup terampil, dan keterampilan mengadakan variasi diperoleh skor 70,45 masuk kategori terampil.Kata kunci: Keterampilan dasar mengajar, guru profesional, mahasiswa biologi Basic teaching skills analysis of tadris biology students. Basic teaching skills determine the learning process and outcomes. This research aims to revealed the level of teaching students basic skills at Tadris Biology IAIN Metro. This study used descriptive qualitative method. This research data source was Biology Department students students in semester V who are taking biology learning strategy courses. The results showed that the questioning skills obtained by a score is 56.80 in the category of less skilled, explaining skills obtained a score is 51.90 in the category of less skilled, learning skills opening and closing obtained a score is 44.67 in the category of less skilled, the skills of guiding the discussion a small group obtained a score is 68.15 in the category of moderately skilled, small group and individual teaching skills obtained a score is 52.70 in the category of less skilled, classroom management skills obtained a score is 53.32 in the category of less skilled, the skill of giving reinforcement was obtained a score is 65.80 in the category of skilled enough, while the skills to hold variations obtained scores is 70.45 in the skilled category.Keywords: Basic teaching skills, professional teacher, biology students

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Mellvig, Susanne, and Anders Nilsson. "Outdoor learning contra indoor learning." International Journal for Lesson and Learning Studies 4, no. 2 (April 13, 2015): 174–77. http://dx.doi.org/10.1108/ijlls-12-2014-0047.

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Purpose – In the Swedish biology curriculum for upper secondary school, it is stated that teaching in ecology should include field studies. The purpose of this study was to answer whether students increased their understanding in ecology after they had participated in a field trip, compared to traditional classroom teaching. Design/methodology/approach – The students’ (n=64) prior knowledge of ecology was measured by questionnaires. One group of students (G1) was then exposed to a theoretical teaching strategy. A second group (G2) was directly exposed to a field study. When the groups had been exposed to the same central concepts, the knowledge of ecosystem concepts were again tested by questionnaires. In a second learning cycle, we exposed group one to outdoor ecology teaching and group two to traditional theoretical teaching. A pretest was performed, followed by the educational settings. After this second learning cycle, a second test was administered and the results were evaluated. Findings – When our results were evaluated, no difference between traditional classroom teaching and outdoor teaching could be found. In our opinion well motivated students in general – i.e. the students included in this study – could be, to a lesser degree, motivated by changes in the learning context. Originality/value – The method we used enabled us to study progress and achievement, this can also be easily applied to the Swedish natural science curriculum. Although our results didn’t show any differences between indoor and outdoor learning, we feel encouraged to use this method to further explore potential benefits from outdoor learning.

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Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (January 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 their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty.

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Mazowiecki-Kocyk, Piotr. "A Journey from Content to Concept Teaching in a Biology Classroom, in the Context of Blended Learning." American Biology Teacher 83, no. 7 (September 1, 2021): 436–40. http://dx.doi.org/10.1525/abt.2021.83.7.436.

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Conceptual teaching was developed three decades ago as an alternative to conventional teaching approaches. It promised a significant shift in teaching practices across different disciplines and age groups. Traditionally, science subjects in high school tend to be content-heavy. Teaching science, especially biology, is still rooted in teaching methods that facilitate factual understanding and low-road transfer of knowledge. As a result, students’ knowledge remains compartmentalized. Students rarely make connections with other disciplines and transfer their biological knowledge to new situations. Bringing concepts to biology is a challenging task. Despite compelling evidence for concept-based teaching, there are few examples of how it can be implemented and replace content-based teaching. This article describes the changes to teaching instructions in biology over the last decade as well as the main challenges that prevent incorporating novel teaching approaches in a biology classroom. The author suggests concept-based teaching as an effective alternative to conventional, content-focused teaching and offers some ideas for implementing concepts into teaching biology in the context of blended learning.

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Silverthorn, D. U. "Teaching and learning in the interactive classroom." Advances in Physiology Education 30, no. 4 (December 2006): 135–40. http://dx.doi.org/10.1152/advan.00087.2006.

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The Claude Bernard Distinguished Lectureship of the Teaching of Physiology Section is presented annually at the Experimental Biology meeting. The lectureship is named for Prof. Claude Bernard, the experimental physiologist who is credited with introducing the concept of homeostasis. The 2006 Claude Bernard Distinguished Lecture was given by Dr. Dee U. Silverthorn from the University of Texas at Austin, TX.

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Wolfson, Adele J. "Teaching progressions and learning progressions." Biochemistry and Molecular Biology Education 47, no. 5 (August 7, 2019): 493–97. http://dx.doi.org/10.1002/bmb.21286.

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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 (May 31, 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 metode ceramah, diskusi, workshop dan konsultasi secara daring, yang diikuti oleh sebanyak 38 orang. Hasil kegiatan menunjukkan bahwa para guru sangat antusias mengikuti kegiatan ini, terlihat dari diskusi dan tanya jawab yang berlangsung sangat dinamis. Banyak peserta yang mengemukakan potensi lokal daerah mereka, dan meminta saran tentang bahan ajar apa yang harus dan baik mereka kembangkan. Berdasarkan data akhir terdapat lebih dari setengah total peserta yaitu 22 orang guru dari 38 orang (58%) yang format pengembangan bahan ajar Biologi, dan masih terus bertambah. Hal ini menunjukkan guru IPA-Biologi mempunyai motivasi yang cukup tinggi untuk membuat bahan ajar Biologi berbasis potensi lokal. The local potential of Hulu Sungai Selatan Regency can be used as a learning resource and as biology teaching material so that contextual learning becomes more meaningful. The limitations of teaching materials based on local potential and the knowledge of teachers who are members of the IPA-Biology MGMP in Hulu Sungai Selatan District in making teaching materials need guidance. This community service activity aims to provide provisions and guidance to Science-Biology teachers in developing teaching materials based on local potential. The implementation of this Community Service activity used lectures, discussions, workshops and online consultations, which 38 people attended. The activity results showed that the teachers were very enthusiastic about participating in this activity; it was seen from the dynamic discussion and question and answer process. Many participants raised the local potential of their area and asked for suggestions on what teaching materials they should and should develop well. Based on the final data, more than half of the total participants, namely 22 teachers out of 38 people (58%), have the format for developing Biology teaching materials, and it is still growing. This shows that Science-Biology teachers have high enough motivation to make Biology teaching materials based on local potential.

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Tanner, Kimberly, and Deborah Allen. "Approaches to Biology Teaching and Learning: Understanding the Wrong Answers—Teaching toward Conceptual Change." Cell Biology Education 4, no. 2 (June 2005): 112–17. http://dx.doi.org/10.1187/cbe.05-02-0068.

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Lord, Thomas R. "Using Cooperative Learning in the Teaching of High School Biology." American Biology Teacher 56, no. 5 (May 1, 1994): 280–84. http://dx.doi.org/10.2307/4449821.

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Sommer, Christoph, and Daniel W. Gerlich. "Machine learning in cell biology – teaching computers to recognize phenotypes." Journal of Cell Science 126, no. 24 (November 20, 2013): 5529–39. http://dx.doi.org/10.1242/jcs.123604.

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Kieser, Jules, and Peter Herbison. "Student learning and the teaching-research nexus in oral biology." European Journal of Dental Education 5, no. 2 (May 2001): 60–62. http://dx.doi.org/10.1034/j.1600-0579.2001.005002060.x.

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Orgill, MaryKay, and Melanie M. Cooper. "Teaching and learning about the interface between chemistry and biology." Chemistry Education Research and Practice 16, no. 4 (2015): 711–13. http://dx.doi.org/10.1039/c5rp90011e.

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Shi, Hui, Alan C. K. Cheung, and Elizabeth S. T. Cheung. "The Impact of Stratified Teaching on the Academic Performance of Chinese Middle School Students: A Meta-Analysis." Science Insights Education Frontiers 7, no. 1 (October 27, 2020): 735–60. http://dx.doi.org/10.15354/sief.20.re012.

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Stratified teaching is an effective method and means to implement teaching students per their aptitude. Domestic and foreign scholars have carried out many experimental and quasi-experimental studies to observe the impact of stratified teaching on students’ academic performance, but the results are quite different. So, can stratified teaching effectively help Chinese students improve their academic performance? How big is its impact? Which model is more suitable for Chinese students? To answer these questions, this article uses meta-analysis to quantitatively analyze 22 Chinese studies on the impact of Stratified teaching on student academic performance. We found that (i) stratified teaching has a positive effect on students’ academic performance, and the overall combined effect size is 0.53; (ii) among the seven subjects of mathematics, English, physics, chemistry, biology, geography, and information technology, stratified teaching has had a positive effect on their learning. Stratified teaching’s order of effect on different subjects was English > Physics > Geography > Information Technology > Mathematics > Biology > Chemistry; (iii) stratified teaching is suitable for students of different sizes of classrooms. However, the smaller the number of students in the classroom, the better the learning effect, and (iv) stratified teaching is more suitable for improving their learning in the mobile learning system.

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Allen, Deborah, and Kimberly Tanner. "Approaches to Biology Teaching and Learning: From a Scholarly Approach to Teaching to the Scholarship of Teaching." Cell Biology Education 4, no. 1 (March 2005): 1–6. http://dx.doi.org/10.1187/cbe.04-11-0052.

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Dewi S, Yelfi, Muhammad Husni Shidqi, and Adam Mudinillah. "PENGEMBANGAN MATERI AJAR BAHASA ARAB BERBASIS BIOLOGI UNTUK PERGURUAN TINGGI." Lughawiyah: Journal of Arabic Education and Linguistics 3, no. 1 (June 30, 2021): 45. http://dx.doi.org/10.31958/lughawiyah.v3i1.3237.

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This study aims to produce valid, practical, and effective biology-based Arabic teaching materials for college students. The teaching materials are designed to support the Arabic language learning, especially for Biology Department, based on students’ needs and to increase their motivation in learning Arabic. This study used a development research approach with the Instructional Development Institute (IDI) model which consisted of three stages, namely front-end analysis, prototype, and assessment stage. The product was Arabic teaching materials with several characteristics. First, adjusting the content of teaching materials with topics in the field of biology. Second, the teaching materials are presented in a text, images that are relevant to the text, vocabulary, comprehending questions, relevant Qur'anic arguments, and sentence structures in a chart. Third, the language and content are adapted to the heterogeneous abilities of students. Based on data analysis, it was found that the biology-based Arabic teaching materials were valid, could increase students’ interest in learning Arabic, and made learning process become more effective. Therefore, this teaching materials could be used as an alternative instructional material for Arabic learning in colleges.

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Luzyawati, Lesy. "PROFIL TINGKAT PENGUASAAN KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 1 (February 15, 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 table to determine criterias in describing pre service Biology teachers’ basic teaching skill mastery. Result showed that pre service biology teachers were sufficiently skillful in opening, probing question, conducting core activity, and closing teaching activity whereas in giving learning stimulus they were deemed skillful. Keywords: basic skills teaching, biology teacher candidates, biology learningABSTRAKPenelitian ini bertujuan untuk mengetahui Tingkat Keterampilan Dasar Mengajar Calon Guru Biologi di salah satu universitas swasta di Indramayu dilihat dari segi keterampilan membuka pelajaran, keterampilan bertanya, keterampilan memberikan variasi stimulus pembelajaran, keterampilan melaksana-kan kegiatan inti pembelajaran dan keterampilan menutup pembelajaran. Subjek penelitian ini adalah 90 mahasiswa Prodi Pendidikan Biologi. Penelitian ini menggunakan pendekatan ex post facto dengan metode penelitian deskriptif kuantitatif. Pengumpulan data dengan menggunakan observasi oleh dosen dan teman sejawat (peer assessment). Instrumen yang digunakan ialah rubrik penilaian mengajar serta angket. Data yang diperoleh diolah dan dianalisis ke dalam tabel kecenderungan dengan kriteria yang telah ditentukan untuk menggambarkan Tingkat Penguasaan Keterampilan Dasar Mengajar Mahasiswa calon guru Biologi. Hasil penelitian menunjukkan bahwa keterampilan membuka pelajaran, keterampilan bertanya, keterampilan melaksanakan kegiatan inti pembelajaran, dan keterampilan menutup pembelajaran adalah cukup terampil, sedangkan keterampilan memberikan variasi stimulus pembelajaran dikategori-kan sebagai terampil.Kata kunci: calon guru biologi, keterampilan dasar mengajar, pengajaran biologi

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Andrews, T. M., M. J. Leonard, C. A. Colgrove, and S. T. Kalinowski. "Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses." CBE—Life Sciences Education 10, no. 4 (December 2011): 394–405. http://dx.doi.org/10.1187/cbe.11-07-0061.

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Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

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Myakisheva, Yu V., O. Ya Skazkina, Yu A. Aleshina, R. A. Bogdanova, and I. V. Fedoseykina. "TRADIIONAL AND MODERN EDUCATIONAL TECNOLOGIES IN THE PROCESS OF TEACHING BIOLOGY IN FULL-TIME AND DISTANCE LEARNING." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, no. 74 (2020): 63–69. http://dx.doi.org/10.37313/2413-9645-2020-22-74-63-69.

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The article describes the experience of personal teaching experience in the area of Biology, in the system in the conditions of full-time and distance learning. The authors considered the definitions of the concepts of "distance learning", developed by domestic researchers. The article showsthe essence of distance education, its state at the present level.The traditional and innovative approaches used by the staff of the department in the process of teaching Biology are described.The basic questions of teaching Biology are answered in the process of reading lectures, organizing recitations, organizing competitions and scientific works. A new aspect of the work of teachers is the use of distance learning. Analyzed by the results of the use session of distance learning Biology students. various aspects of the use of distance learning for future doctors are noted.The advantages and disadvantages of this knowledge system are discussed, the results of application are analyzing.

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L. Hufford, Terry L. Hufford. "The Role of the Undergraduate Student in Teaching and Learning Biology." Atlas Journal of Science Education 1, no. 2 (June 12, 2017): 38–42. http://dx.doi.org/10.5147/ajse.v1i2.73.

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The possible roles of the undergraduate student as instruc- tor and colleague in the teaching of undergraduate biol- ogy are discussed. These roles include laboratory UTA, peer instructor, collaborative group facilitator, tutor, learning fa- cilitator, and associate in learning and teaching. The latter role involves the undergraduate student in course development and design

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Tapilouw, Marisa Christina. "Reflection session in the ‘Basics of Biology Learning’ Lecture: Pre-service Biology Teacher’s Perspective in Choosing Learning Method/Model." International Journal of Pedagogy and Teacher Education 4, no. 1 (May 4, 2020): 1. http://dx.doi.org/10.20961/ijpte.v4i1.41233.

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<p class="Abstract">This study was done during the reflection session at the end of the ‘Basics of Biology Learning’ lecture. In the lecture, the students learned about many types of learning methods and models. The study was carried out to strengthen the learning material. The research problem is related to pre-service teaching students’ confusion about choosing a learning method/model. The objective of this study is to obtain information from pre-service biology teachers’ perspectives about choosing a learning method and model within a biology lesson. Their preferences of learning methods and models was based on their reasoning. The subjects of this study were five biology pre-service teaching students who attended the lectures for one semester. The interview method was used in this study; interviews were based on one open-ended question to allow the teachers to express their personal viewpoint. The result showed that, as biology teachers, their preferred methods were the discussion method, scientifical model (inquiry and problem based learning) and cooperative learning. Based on the results, the teachers’ learning method and model preferences depended on their reasoning and the way the lecturer presented the material during the lecture. At the end of the lecture, as a conclusion, there was a reflection session to find out more about students’ perspective regarding their learning during the session.</p>

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Allen, Deborah, Richard Donham, and Kimberly Tanner. "Approaches to Biology Teaching and Learning: Lesson Study—Building Communities of Learning Among Educators." Cell Biology Education 3, no. 1 (March 2004): 1–7. http://dx.doi.org/10.1187/cbe.03-12-0028.

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Halpin, Patricia A., and Chaya Gopalan. "Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations." American Biology Teacher 83, no. 5 (May 1, 2021): 337–40. http://dx.doi.org/10.1525/abt.2021.83.5.337.

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Cell membrane transport is an important topic discussed in the biology classroom from the middle school to the graduate level. Membrane transport is complex, and students are often confused between different types of transport mechanisms. Dramatization is an active-learning strategy to engage students in learning. The flipped teaching method is designed to introduce lecture content prior to class meeting, thus creating time during class to adapt active-learning strategies such as dramatization. In this work, students were given a pretest prior to the dramatization activity. As each type of membrane transport was discussed, which included simple diffusion, osmosis, facilitated diffusion, and active transport, students were assigned specific roles to demonstrate the movement. The dramatization activity triggered many questions related to the topic, and these questions were addressed immediately. A posttest was conducted at the end of the dramatization activity. Our results demonstrated increases in the students’ understanding, engagement, and confidence level. The combination of flipped teaching and dramatization thus serves as a student-centered active-learning strategy for teaching difficult biological concepts.

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Randi, Marco Antonio Ferreira, and Hernandes Faustino de Carvalho. "Learning through role-playing games: an approach for active learning and teaching." Revista Brasileira de Educação Médica 37, no. 1 (March 2013): 80–88. http://dx.doi.org/10.1590/s0100-55022013000100012.

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This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

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Stith, Bradley J. "Use of Animation in Teaching Cell Biology." Cell Biology Education 3, no. 3 (September 2004): 181–88. http://dx.doi.org/10.1187/cbe.03-10-0018.

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To address the different learning styles of students, and because students can access animation from off-campus computers, the use of digital animation in teaching cell biology has become increasingly popular. Sample processes from cell biology that are more clearly presented in animation than in static illustrations are identified. The value of animation is evaluated on whether the process being taught involves motion, cellular location, or sequential order of numerous events. Computer programs for developing animation and animations associated with cell biology textbooks are reviewed, and links to specific examples of animation are given. Finally, future teaching tools for all fields of biology will increasingly benefit from an expansion of animation to the use of simulation. One purpose of this review is to encourage the widespread use of animations in biology teaching by discussing the nature of digital animation.

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Mohd Shapri, Nur Izwani, and Che Nidzam Che Ahmad. "THE VALIDATION OF GAMIFICATION BASED MODULE (Bio-GamyX) FOR TEACHING AND LEARNING BIOLOGY." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 21–30. http://dx.doi.org/10.35631/ijepc.535003.

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This study aims to obtain the value of content validity for the Bio-GamyX module draft. This module was developed based on the use of gamification elements in teaching and learning Biology specifically for topic Chemical Composition of the Cell. Gamification elements such as points, badges, leader board, levels/stages, storyline, and time restriction have been integrated into this module to engage students in teaching and learning, thus, making learning fun. As to validate this module draft, the process comprises of two main validation steps, namely 1. module content validation and 2. module activities validation. This study involves nine subject matters experts consist of academicians and practitioners in modular instruction, teaching and learning Biology, and gamification area. Before the validation process takes place, the Bio-GamyX module draft was developed after going through the process of literature review and need analysis. The module draft consists of eight sessions and eight activities. The results indicate that the Bio-GamyX module gained a high content validity value (84%) and a high validity of sessions and activities (88%) which is above the threshold value of 70% as advocates by Tuckman and Waheed, (1981). The implication of this study shows that the Bio-GamyX module has high content validity before it can be tested for its reliability in a pilot study.

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Chapoo, Suriya, Kongsak Thathong, and Lilia Halim. "The development of teachers’ pedagogical content knowledge in teaching biology." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 1 (May 8, 2018): 133–40. http://dx.doi.org/10.18844/prosoc.v5i1.3395.

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This paper examines the development of biology teachers’ pedagogical content knowledge (PCK). All participants were provided with PCK training activities to improve their understanding of PCK and ability in creating lesson plans according to content representation (CoRe). Research instruments used in this study were open-ended questionnaire, semi-structure interview, lesson plans, CoRe and pedagogical and professional-experience repertoire. The results of the PCK training programme indicated that before participation in the training workshop, three biology teachers lacked content knowledge in some specific topics of biology so that their teaching methods were not congruent with five components of PCK. After the PCK training programme, the three biology teachers understood more about biology contents and the five components of PCK. They realised the importance of the students’ prior knowledge and individual differences of learning styles as well as different biology conceptions. They focused on the inquiry-based learning in accord with the National Science Curriculum Standards. Keywords: Pedagogical content knowledge (PCK), content representations (CoRes), biology teachers, experience teachers.

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Knight, Jennifer K., and William B. Wood. "Teaching More by Lecturing Less." Cell Biology Education 4, no. 4 (December 2005): 298–310. http://dx.doi.org/10.1187/05-06-0082.

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We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in fall 2003, the traditional lecture format; and in spring 2004, decreased lecturing and addition of student participation and cooperative problem solving during class time, including frequent in-class assessment of understanding. We used performance on pretests and posttests, and on homework problems to estimate and compare student learning gains between the two semesters. Our results indicated significantly higher learning gains and better conceptual understanding in the more interactive course. To assess reproducibility of these effects, we repeated the interactive course in spring 2005 with similar results. Our findings parallel results of similar teaching-style comparisons made in other disciplines. On the basis of this evidence, we propose a general model for teaching large biology courses that incorporates interactive engagement and cooperative work in place of some lecturing, while retaining course content by demanding greater student responsibility for learning outside of class.

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Journal articles on the topic 'Teaching/learning biology'

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