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Academic literature on the topic 'Teaching methods in biology'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Teaching methods in biology"

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

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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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Veselinovska, Snezana Stavreva, Liljana Koleva Gudeva, and Milena Djokic. "Applying appropriates methods for teaching cell biology." Procedia - Social and Behavioral Sciences 15 (2011): 2837–42. http://dx.doi.org/10.1016/j.sbspro.2011.04.199.

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Porozovs, Juris, Laura Liepniece, and Daina Voita. "Evaluation of the Teaching Methods Used in Secondary School Biology Lessons." Journal of Pedagogy and Psychology "Signum Temporis" 7, no. 1 (June 1, 2015): 60–66. http://dx.doi.org/10.1515/sigtem-2016-0009.

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Abstract The teacher’s skills in conducting the lesson and choice of teaching methods play an essential role in creating students’ interest in biology. The aim of the research was to study the opinion of secondary school students and biology teachers regarding the most successful teaching methods used in biology lessons and viable options to make biology lessons more interesting. The research comprised polling students and biology teachers from several schools, namely: 2 secondary schools in Jelgava, 2 in Riga and 1 in Vecumnieki. The responses revealed that 58% of students find biology lessons interesting. 56% of students indicated that their ability to focus attention during biology lessons depends on the task presented to them. Most of all they prefer watching the teacher’s presentations, listening to their teacher telling about the actual topic as well as performing laboratory work and group-work. Many students like participating in discussions, whereas a far smaller number would do various exercises, individual tasks, fill out worksheets or complete projects. Least of all students wish to work with the textbook. The methods most frequently applied by teachers are as follows: lecture, explanation, demonstration, and discussion. Teachers believe that their students prefer laboratory work and discussions as well as listening to their teacher and watching presentations or films. They also indicate at the necessity to link theory with practice and to involve information technologies. While teaching their subject biology teachers try to establish relationship between theory and real life in order to develop their students’ interest in natural processes.

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Hajiyeva, Vusale. "METHODS OF BIOLOGY TEACHING IN CONNECTION WITH OTHER NATURAL SCIENCES." Gulustan-Black Sea Scientific Journal of Academic Research 57, no. 06 (December 25, 2020): 13–17. http://dx.doi.org/10.36962/gbssjar5706202013.

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This article is devoted to the ways and means of establishing interdisciplinary communication between biology and natural sciences. The main purpose of the research is to explore ways to properly establish interdisciplinary communication in the learning process, as well as in the teaching of biology. In the field of integration in education, it is impossible to achieve success in teaching different subjects, especially without the use of interdisciplinary communication. Integration has become one of the main principles of training in modern period, as well as the basis of the educational process. Teaching subjects at a coherent pace will increase the effectiveness of the perceptual process, as well as accelerate the formation of motivation in the learning process. Teaching biology in conjunction with other natural sciences will help students to form a correct worldview, as well as create a complete and holistic view of the world. However, special attention should be paid to the establishment of interdisciplinary communication in accordance with the age and individual characteristics of students. For this, the right forms and methods must be used. The article provides information about these forms and methods, the mechanisms of their use. It is especially important to establish interdisciplinary links, as well as the form in which they are organized to increase the effectiveness of training. Form means the outward expression of the organized activity. Forms of work organized individually, in groups, in groups and in pairs are used during active learning. Depending on the level of difficulty of the topic and the interdisciplinary relationship created, as well as the age and perceptual characteristics of students, the forms of work should be chosen by the teacher at the stage of lesson planning. In addition, the use of teaching methods in establishing interdisciplinary links is of particular importance. The use of these teaching methods will be of particular importance in the formation of logical, creative, critical thinking in students. Teaching methods include both traditionally used oral, visual, and practical methods, as well as active learning methods used in modern education. Also, the organization of out of class, out of lesson activities and nature excursions is one of the main ways to establish interdisciplinary communication. It is known that it is impossible to fully establish the connection between biology and other natural sciences in the teaching process. The best way to deal with this problem is to turn to out of lesson, out of class activities. Significance Application: Can be used to properly organize interdisciplinary communication in biology classes in secondary schools. Keywords: Integration, training, biology, interdisciplinary communication, method

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УПАТОВА, Ірина. "ІНТЕРАКТИВНІ МЕТОДИ НАВЧАННЯ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (September 2020): 409–17. http://dx.doi.org/10.31494/2412-9208-2020-1-2-409-417.

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Мета статті полягає в аналізі інтерактивних методів, з’ясуванні їх актуальності, сутності, виявленні педагогічної доцільності для фахової підготовки майбутніх учителів біології в педагогічному закладі вищої освіти. Процедура дослідження передбачала використання таких методів, як спостереження за діяльністю студентів під час навчальних занять, на яких впроваджувалися інтерактивні методи і прийоми; порівняння інтерактивних стратегій навчання з метою виявлення їх методичної значущості; узагальнення результатів спостереження та їх педагогічний аналіз. Проаналізовано різні погляди науковців щодо реалізації інтерактивного навчання, стратегій його здійснення, результатів формування критичного мислення особистості майбутнього вчителя. Узагальнено результати попередніх досліджень щодо зазначеної автором проблеми. Обґрунтовано доцільність і ефективність використання таких інтерактивних методів навчання. Доведено, що інтерактивні методи навчання сприяють формуванню готовності майбутніх учителів біології до інноваційної педагогічної діяльності, а саме: упровадження інтерактивного навчання в закладах загальної середньої освіти, під яким розуміємо навчання, яке відбувається за умови постійної, активної взаємодії всіх учасників освітнього процесу. Зазначено, що формуванню критичного мислення майбутніх учителів біології, розвитку їх творчого науково-методичного потенціалу сприяє упровадження дослідницького методу. Навчальне дослідження розглядається як процес конструювання здобувачами освіти знань шляхом формулювання власних запитань та пошуку відповідей на них. Наголошено на важливості впровадження педагогічної рефлексії, яка може бути реалізована в індивідуальній, парній, груповій і колективній формі; дає можливість здійснювати самоаналіз власних професійних досягнень за результатами діяльності. Пропонується методика реалізації стратегій інтерактивного контекстного навчання під час навчальних занять, проходження педагогічної, навчально-польової практики, позааудиторних заходів. Ключові слова: інтерактивні методи навчання, контекстне навчання, критичне мислення, педагогічна рефлексія, форми організації навчання

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LIU, Yang. "Discussions on the Effective Teaching Methods of Chemical Biology Laboratory." University Chemistry 34, no. 4 (2019): 16–19. http://dx.doi.org/10.3866/pku.dxhx201808033.

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Abdrasılov, B. S., N. N. Salybekova, and Sh A. Tursynhodjaeva. "Novel Methods of Teaching Biology Based on Project Research Works." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (December 15, 2020): 74–86. http://dx.doi.org/10.47526/2020/2664-0686.040.

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The article presents a methodology for implementing the project technology used in the educational process of students of the natural science direction of grades 6-8, 10, in order to introduce them to science. Also, the course and stages of the organization of research work with their application in the learning process were reflected. The methods of implementation of the project in the classroom, in extra-curricular time, the derivation of the project results, the criteria for its evaluation, and the stages of the lesson were analyzed. During the implementation of the project work, the formation of the student's skills of organizing research, identifying problems and the ability to solve them independently were improved. The analysis of the forms of organizing a biology lesson using technology and methods of studying the laws of genetics, research of species of medicinal plants, the formation of cytological, physiological concepts using a mono-project was carried out. Criteria for protection, argumentation, and assessment of project results are given.

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Marina, Antonina Vasilyevna. "«Methods of Biology Teaching» educational and methodical complex design and its use for prospective Biology teachers’ training." Samara Journal of Science 7, no. 2 (June 15, 2018): 256–62. http://dx.doi.org/10.17816/snv201872309.

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The paper deals with one of the most important issues - educational and methodical support of basic vocational education program 44.03.05 Pedagogical education with two majors (bachelor level). The basic component of this support is an educational and methodological complex of the discipline. Particular attention is paid to the structure and content of the educational and methodical complex of the discipline Methods of Biology Teaching for students majoring in Biology and Geography. The author reveals methodological approaches of its design as well as the possibilities of its use for prospective Biology teachers training according to the requirements of the Federal State Educational Standard of Higher Education. The components of the educational-methodical complex are characterized. Particular attention is paid to the design and development of the curriculum of the discipline as a key component of the teaching and methodological complex. The author describes many years experience of the use of teaching and methodological complex for pedagogical education bachelors professional competencies development. The main forms of work are presented in detail and the technologies used for organizing the educational process at the course are disclosed. The presented materials can be used by university teachers while teaching the course Methods of Biology Teaching.

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Dissertations / Theses on the topic "Teaching methods in biology"

Cheema, Tabinda Shahid, of Western Sydney Nepean University, and Faculty of Education. "Laboratory based instruction in Pakistan: comparative evaluation of three laboratory instruction methods in biological science at higher secondary school level." THESIS_FE_XXX_Cheema_T.xml, 1994. http://handle.uws.edu.au:8081/1959.7/271.

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This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested
Master of Education (Hons)

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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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Kvarnström, Josefin. "Consistency and heritability of personality in red junglefowl (Gallus gallus) : Applying scientific research methods when teaching biology." Thesis, Linköpings universitet, Biologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94246.

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Observations of consistency in behavioural responses in animals suggest that animals have personality, a term previously mainly used when describing humans. The expression of differences in personality, similar to expression of variation in behaviour, is in principle dependent on genetic background, environmental factors and experiences. Therefore, by estimating heritability one can determine to which extent the genes affect the phenotypic expression of behaviour. This has rarely been done for variation in animal personality. The aim of the present study was therefore to estimate the consistency and heritability of personality traits in red junglefowl chicks (Gallus gallus). Consistency of behaviours within individuals (n=100) was determined from their responses to repeated novel arena tests, novel object tests and tonic immobility tests. A comparison between the offspring and the parent generation, both with known personalities, through a linear regression enabled me to estimate heritability of behavioural responses in these birds. The results showed a consistency in exploratory, boldness, risk-taking behaviour, and fearfulness in red junglefowl. Additionally, heritability estimates for exploratory, risk-taking and foraging behaviours were found. Taken together, this shows that in the red junglefowl, similar to in other species, personality have both a heritable and an environmental component. An important aim in biology education is the scientific approach, where hypothesis, experimentation, processing results and discussing the results are in focus. Learning and gaining knowledge through the process is a key factor, and will hopefully increase the interest in science among Swedish pupils.

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Paterson, Craig Chalmers. "An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15996.

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Bibliography: pages 189-198.
Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.

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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.

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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.

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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.

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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.

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Karlsson, Ann-Christin. "Hur man fångar elevers intresse för ämnet biologi." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-854.

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From interviews with biology teachers and pupils, some important factors are presented that motivates and interests pupils in biology. Some of these are varied education, commitment of the teacher, narrative skill and individually reachable goals. Other important factors are practical application and connection to daily life, as well as actuality of the subject and pupils experience of the use of learning.

Circumstance around teacher and pupils will influence which factors that has the most impact. It´s up to each teacher to make a decision which factors to be used based on his or her own qualities and depending on the group they will teach.

Teachers and pupils agreed about factors that will cause an interesting lesson. The pupils emphasize that variation is the most important factor. Their experience is that many teachers have theoretical introductions that are too long.

Utifrån intervjuer med biologilärare och elever presenteras ett antal punkter som viktiga, eller som grundförutsättningar, för att motivera och intressera elever för ämnet biologi. Några av dessa är varierad undervisning, lärarens engagemang och berättarförmåga samt individuella greppbara mål. Praktisk tillämpning och verklighetsanknytning, ämnets mediala aktualitet samt att eleverna upplever nytta av sitt lärande är andra exempel på viktiga faktorer.

Omständigheter runt lärare och elever påverkar vilka faktorer som spelar mest in. Detta måste varje pedagog känna av, beroende på egna egenskaper och elevmålgrupp.

Lärare och elever är eniga om vilka faktorer som är viktiga för att göra lektionen intressant. Eleverna betonar dock vikten av variation och menar att flertalet lärare har alltför långa teoretiska genomgångar.

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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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Sterve, Hanna. "The Influence of the View of Nature on Biology Education in Zimbabwe, a Minor Field Study." Thesis, Linköping University, Department of Educational Science (IUV), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1546.

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The purpose of this thesis is to look into the teaching methods and content in Zimbabwean biology education, and the possible influences that the teachers’ view of nature have on this education. The study was performed in and around Mutare in eastern Zimbabwe with eleven observations and six interviews in primary and secondary schools, corresponding to years four to nine in the Swedish compulsory school.

My study shows that the teachers’ view of nature is in many parts similar to the Swedish view of nature, but differ in a closer connection to religiosity and in a more every-day-life relation to nature. This is reflected in several of the concepts that view of nature consist of. The view of nature is influencing the content in biology partly. Since science hold universal concepts which are the same all around the world, the view of nature does not influence the scientific parts of biology, but have influence on where the emphases in the education is put. The results show no direct influence of the view of nature on teaching methods, but indirectly influenced by the choice of content.

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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.

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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.

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Books on the topic "Teaching methods in biology"

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

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M, Toole S., and Toole A. G, eds. New understanding biology for Advanced Level. 4th ed. Cheltenham: Stanley Thornes, 1999.

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Green, N. P. O. Biological science 1 & 2. Edited by Stout G. W, Taylor D. J. 1947-, and Soper R. 1921-. 2nd ed. Cambridge: Cambridge University Press, 1990.

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Looking at the differences between living and nonliving things with graphic organizers. New York: Rosen Pub. Group, 2006.

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Moore, Jo Ellen. My skeleton and muscles: Posters & reproducible pages. Monterey, CA: Evan-Moor, 1987.

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Looking at how species compete within environments with graphic organizers. New York: Rosen Pub. Group, 2006.

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Norton, James R. Looking at the mechanisms and patterns of evolution with graphic organizers. New York: Rosen Central, 2006.

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Norton, James R. Looking at the mechanisms and patterns of evolution with graphic organizers. New York: Rosen Pub. Group, Inc., 2005.

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Chemiluminescence: Principles and applications in biology and medicine. New York, NY, USA: VCH, 1988.

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Trautmann, Nancy M. Composting in the classroom: Scientific inquiry for high school students. Dubuque, Iowa: Kendall/Hunt Pub., 1998.

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Book chapters on the topic "Teaching methods in biology"

Janssen, Fred, and Jan Van Driel. "Developing a Repertoire for Teaching Biology." In Designing and Teaching the Secondary Science Methods Course, 91–107. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-881-5_6.

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

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Fondi, Marco, and Giovanni Bacci. "A Protocol for Teaching Basic Next Generation Sequencing (NGS) Analysis Skills to Undergraduate Students Using Bash and R." In Methods in Molecular Biology, 245–65. New York, NY: Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-1099-2_16.

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Guodong, Lin, and Qian Xiaowei. "Biology Modeling Teaching Method Based on Information Technology." In Lecture Notes in Electrical Engineering, 289–96. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4850-0_38.

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Millward, Jason M., João S. Periquito, Paula Ramos Delgado, Christian Prinz, Thoralf Niendorf, and Sonia Waiczies. "Preparation of Ex Vivo Rodent Phantoms for Developing, Testing, and Training MR Imaging of the Kidney and Other Organs." In Methods in Molecular Biology, 75–85. New York, NY: Springer US, 2021. http://dx.doi.org/10.1007/978-1-0716-0978-1_5.

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AbstractHere we describe a simple and inexpensive protocol for preparing ex vivo rodent phantoms for use in MR imaging studies. The experimental animals are perfused and fixed with formaldehyde, and then wrapped with gauze and sealed with liquid latex. This yields a phantom that preserves all organs in situ, and which avoids the need to keep fixed animals and organs in containers that have dimensions very different from living animals. This is especially important for loading in MR detectors, and specifically the RF coils, they are usually used with. The phantom can be safely stored and conveniently reused, and can provide MR scientists with a realistic phantom with which to establish protocols in preparation for preclinical in vivo studies—for renal, brain, and body imaging. The phantom also serves as an ideal teaching tool, for trainees learning how to perform preclinical MRI investigations of the kidney and other target organs, while avoiding the need for handling living animals, and reducing the total number of animals required.This protocol chapter is part of the PARENCHIMA initiative “MRI Biomarkers for CKD” (CA16103), a community-driven Action of the European Cooperation in Science and Technology (COST) program of the European Union, which aims to improve the reproducibility and standardization of renal MRI biomarkers.

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Durner, Edward F. "Introduction to plant science research and experimentation." In Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics, 1–5. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0001.

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Abstract This chapter provides an introduction to plant science research and experimentation. Plant science research is an organized investigation using the scientific method to increase knowledge regarding some aspect of plant biology. It requires the collection, analysis and interpretation of data, which are obtained from one of three sources: observational studies, sample surveys and comparative experiments. The purpose of this book is to provide researchers with appropriate tools for implementing, managing and analyzing their experiments. This is accomplished by teaching Statistical Analysis Sytsem (SAS®) and illustrating why specific procedures fit specific research situations.

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Westwood, Peter. "Teaching methods." In Commonsense Methods for Children with Special Needs and Disabilities, 141–53. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003109778-14.

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Minton, David. "Teaching Methods — Teaching Skills." In Teaching Skills in Further & Adult Education, 112–35. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_17.

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Harber, Clive. "Classroom Teaching Methods." In Schooling in Sub-Saharan Africa, 129–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57382-3_7.

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Landøy, Ane, Daniela Popa, and Angela Repanovici. "Teaching Learning Methods." In Springer Texts in Education, 137–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34258-6_10.

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Conference papers on the topic "Teaching methods in biology"

"Application of Inquiry Teaching Method in Biology Teaching in Colleges and Universities." In 2021 International Conference on Society Science. Scholar Publishing Group, 2021. http://dx.doi.org/10.38007/proceedings.0001930.

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Stanciu, Adelin. "Development of scientific and practical skills in biology lab works." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p96-99.

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The teaching methods used in biology are meant to develop the spirit of observation and investigation, specific skills and work techniques, arousing motivation and interest in the study of this beautiful discipline. Beyond scientific knowledge, teaching biology also involves the development of practical skills, the metacognitive ability of students, the much-desired competence of „learning how to learn”. The student's metacognitions are largely determined by the teacher's metacognitions and the teaching strategy must be carefully constructed, modern and adapted to students' requirements, whether we are talking about experiment, demonstration, practical work or learning by discovery.

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"The Application of Modern Teaching Method and Group Cooperative Teaching in Biology Experiment Class." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.187.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.

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Liu, Xiaohong. "Notice of Retraction: A Report on the Teaching Contents and Methods of DNA Recombinant Technology in the Course Molecular Biology." In 2011 5th International Conference on Bioinformatics and Biomedical Engineering. IEEE, 2011. http://dx.doi.org/10.1109/icbbe.2011.5780096.

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Короткова, Анна Альбертовна. "METHOD OF PROJECTS IN TRAINING BACHELORS IN THE DIRECTION OF TRAINING 06.03.01 BIOLOGY." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Март 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko190.2021.52.60.002.

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Статья посвящена технологии применения метода учебных проектов в преподавании биологических дисциплин по направлению подготовки 06.03.01 Биология; рассматриваются варианты использования метода проектов в зависимости от содержания предмета. The article is devoted to the technology of applying the method of educational projects in teaching biological disciplines in the direction of training 060301 Biology; the options for using the project method are considered, depending on the content of the subject.

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Xie, Longxiang, Na Fang, Guoying Wang, Yifang Dang, Yizhong Yan, Weijuan Zhang, Niannian Zhong, and Xiangqian Guo. "The Application of Sandwich Method in Experimental Teaching of Molecular Biology Based on qPCR Technology." In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00148.

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Han, Bumsoo. "Modified Challenge-Based Teaching of Biotransport Phenomena." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53300.

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Major challenges of teaching biotransport phenomena are the interdisciplinary nature of biotransport principles, and diverse backgrounds of students from biology, biomedical engineering, mechanical engineering and chemical engineering majors. These challenges make traditional lecture-based instruction less effective, and difficult to implement new discovery and knowledge into the lecture material. In order to overcome these challenges, it has been proposed to teach biotransport phenomena based on the “How People Learn” (HPL) methodology [1–3]. The HPL methodology is a challenge-based pedagogic method in which students learn the principles through solving the assigned challenges. Adaptation of this pedagogic method to bioengineering courses is actively being developed and supported by NSF (VaNTH-ERC). This method has been shown to be very effective in teaching interdisciplinary science and engineering principles if the challenge modules are carefully designed.

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Kaksis, Aris, Agnese Brangule, and Mihails Halitovs. "AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.54.

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Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teaching that demonstrates the interdisciplinary nature of medical chemistry, molecular biology and biochemistry. Our method provides a model in which disciplinary barriers are diminished and increased effectiveness of teaching is achieved. Key words: interdisciplinary teaching, medical chemistry, thermodynamics, teaching and learning thermodynamics.

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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.

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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.

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Reports on the topic "Teaching methods in biology"

Arnott, Gail I. Senior Service School Teaching Methods. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada217282.

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Sinclair, Michael B., Jim R. Cowie, Mark Hilary Van Benthem, Brian Neil Wylie, George S. Davidson, David Michael Haaland, Jerilyn Ann Timlin, et al. High throughput instruments, methods, and informatics for systems biology. Office of Scientific and Technical Information (OSTI), December 2003. http://dx.doi.org/10.2172/918232.

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Bower, James M., and Christof Koch. Methods in Computational Neuroscience: Marine Biology Laboratory Student Projects. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada201434.

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Rieck-Hinz, Angela M., and Rachel A. Klein. Using Engaged Teaching Methods to Help Livestock Producers Implement Emergency Spill Response. Ames (Iowa): Iowa State University, January 2015. http://dx.doi.org/10.31274/ans_air-180814-1307.

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Collins, Joel W., Throne III, and May H. Annotated Bibliography of Training Technologies and Methods for Teaching the Use of Advanced Technology. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada308831.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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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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Yun, Bei, YiTong Cai, Qian Su, Lian Chen, and Lin Han. The Effectivess of different teaching methods on medical or nursing students: Protocol for a systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2020. http://dx.doi.org/10.37766/inplasy2020.7.0017.

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6139.

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Agresar, Grenmarie, and Michael A. Savageau. Final Report, December, 1999. Sloan - US Department of Energy joint postdoctoral fellowship in computational molecular biology [Canonical nonlinear methods for modeling and analyzing gene circuits and spatial variations during pattern formation in embryonic development]. Office of Scientific and Technical Information (OSTI), December 1999. http://dx.doi.org/10.2172/811376.

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