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Journal articles on the topic 'Teaching of Botany'
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Zhang, Xiaorong. "Teaching Botany Using Bioinformatics Tools." Creative Education 10, no. 10 (2019): 2137–46. http://dx.doi.org/10.4236/ce.2019.1010155.
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Copetti, Camila, and Thaís Scotti Do Canto-Dorow. "Botany Teaching: An Overview of Academic Research in Brazil from 2002 to 2017." Acta Scientiae 21, no. 3 (2019): 155–69. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id4679.
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The enchantment by Botany teaching represents not an ordinary feeling among students, and even Biology teachers, at every educational level. Researches throughout the Botany teaching area point to a fragmented, decontextualized, quite theoretical and unattractive process. Therefore, in recent years, Botany has changed from a beloved science into a neglected science because of the botanical blindness that has been established in the general population. Thus, the present work aims to present a panorama of the academic researches about Botany teaching in Brazil. It was carried out of theses, dissertations, and articles published from 2002 to 2017. This period was intentionally selected as it fits the establishment of the Guidelines Curriculum for Biological Sciences courses. In parallel, the pursuit of researches on Botany teaching in other countries was also carried out, to verify the international scenario. The investigations were developed in CAPES, IBICT, and SCIELO portals, based on previously defined descriptors. The results, published in Brazil and in other countries, point out the lack of information and a valorization crisis of the scientific knowledge in the process of Botany teaching, both in basic and higher education. This finding gains strength especially when we check the publications of the Biological Sciences - Licentiate courses. These should present deep concerns with the process of teaching to teach, as the teaching roots are similar to the way we receive and comprehend it, which seems the reason Botany teaching ends up being relegated when compared to other areas of knowledge.
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Li, Yanjiao, Zhilu Zhang, Guang Qi, and Huashan Gao. "Probe into the Application of PBL Teaching Method and Practice Reform in the Teaching of Medicinal Botany." Lifelong Education 9, no. 7 (2020): 160. http://dx.doi.org/10.18282/le.v9i7.1501.
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Medicinal botany is a discipline that studies traditional or folk knowledge about the use of plants to prevent and treat diseases, and it is an important part of Chinese medicine learning. Traditional teaching methods do not perform well in the teaching of medicinal plants. Therefore, in order to improve the teaching effect of medicinal botany, teachers need to continuously research and innovate teaching methods to improve the quality of teaching. This article is guided by the PBL teaching method, and studies the application of the PBL teaching method in the teaching of medicinal plants in detail, hoping to improve the learning effect of students and improve the teaching quality of medicinal botany.
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McMahan, Linda. "Innovative Teaching of Botany to Master Gardener Trainees." HortScience 41, no. 4 (2006): 968C—968. http://dx.doi.org/10.21273/hortsci.41.4.968c.
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The science of botany is often daunting to people who are training to become Master Gardener volunteers. However, the range of natural diversity of plants as well as practical information about plant anatomy are essential foundations for other parts of Master Gardener training. I will present a botany module that I have developed over the past 5 years. The module focuses on relevance to the trainee and builds on basic information to examine more complex aspects of botany, all in the space of the 3–6 hours often allotted for basic botany training. It begins with a “tour” of the plant kingdom and plant relatives like algae and fungi, mosses, liverworts, and ferns. I follow this with basic morphology of stems, roots, and leaves; this basic morphology is used to answer the question of how water and minerals move from the soil into and throughout plants, even reaching the height of the tallest tree. A short segment on mycorhizzae reinforces water and mineral transport, while providing a link to the plant kingdom tour. The mycorhizzal section also reinforces or complements training on soils, which is often presented in another portion of the training schedule. Finally, a segment on flowers introduces basic terminology and winds up a discussion of how to recognize monocotyledons and dicotyledons. Several optional hands-on activities help active learners assimilate the information and provide needed reflective time for more traditional learners. The module has been adopted as the official OSU Extension Master Gardener™ Program botany module in Oregon.
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HICKMAN, CLARE. "‘The want of a proper Gardiner’: late Georgian Scottish botanic gardeners as intermediaries of medical and scientific knowledge." British Journal for the History of Science 52, no. 4 (2019): 543–67. http://dx.doi.org/10.1017/s0007087419000451.
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AbstractOften overlooked by historians, specialist gardeners with an expert understanding of both native and exotic plant material were central to the teaching and research activities of university botanic gardens. In this article various interrelationships in the late Georgian period will be examined: between the gardener, the garden, the botanic collection, the medical school and ways of knowing. Foregrounding gardeners’ narratives will shed light on the ways in which botanic material was gathered and utilized for teaching and research purposes, particularly for medical students, as well as highlighting the importance of the garden as a repository of botanic material for the classroom. In this way, the blurred lines between art and science, skill and scholarly activity, and shared pedagogic practices between botany and anatomy will be revealed.
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Harper, John D. I., Geoffrey E. Burrows, J. Sergio Moroni, and Rosanne Quinnell. "Mobile Botany." American Biology Teacher 77, no. 9 (2015): 699–702. http://dx.doi.org/10.1525/abt.2015.77.9.9.
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In our first-year university botany classes at Charles Sturt University, we noticed that in laboratory class, students were taking photographs of their specimens with the dissecting and compound microscopes using their mobile phones. Student-generated images as “learning objects” were used to enhance the engagement of all students, including Distance Education students who used images provided by the on-campus students. The Distance Education students did all the laboratory work at an intensive residential school, and they were encouraged to take images; these were shared with on-campus students, making them aware of the laboratory practical work they were yet to do. In other cases, images from students were incorporated into lectures and tutorials, preparing students for the lab exam. Botany students have shared their photomicrographs with their friends and family via social media. We saw interesting examples of students excitedly describing their images to non-science friends, teaching them what they were learning! In the second year, students were also encouraged to use their phones to capture their own images of plant specimens to help them master plant identification. Although we do not have any quantitative evidence of these activities enhancing student learning, it was evident that those students who took and shared their own images were more engaged in the learning process.
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Hershey, David R. "A Historical Perspective on Problems in Botany Teaching." American Biology Teacher 58, no. 6 (1996): 340–47. http://dx.doi.org/10.2307/4450174.
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Barna, M. M., та L. S. Barna. "НАУКОВІ ЧИТАННЯ, ПРИСВЯЧЕНІ 120–РІЧЧЮ ВІДКРИТТЯ ПОДВІЙНОГО ЗАПЛІДНЕННЯ У ПОКРИТОНАСІННИХ РОСЛИН ПРОФЕСОРОМ УНІВЕРСИТЕТУ СВЯТОГО ВОЛОДИМИРА С. Г. НАВАШИНИМ". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 75, № 1 (2019): 155–64. http://dx.doi.org/10.25128/2078-2357.19.1.20.
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On February 6-7, 2019, the Department of Botany and Zoology of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University hosted “Scientific readings” dedicated to the 120th anniversary of the discovery of double fertilization in angiosperms made by S. Navashyn, the professor of Saint Volodymyr University.The conference was attended by 7 doctors of sciences, professors, 12 candidates of sciences, associate professors, teaching staff and assistants of the Department of Botany and Zoology, Department of General Biology and Methods of teaching of sciences of TNPU, research fellows of the Ternopil branch of the “Institute of Soil Protection of Ukraine”, undergraduate and postgraduate students of the chemical and biological faculty.The conference program included both plenary and section meetings, discussions. Questions highlighted covered such key areas:Actual problems of embryology, cytomebrology and reproductive biology of flowering plants (Magnoliophyta).Current trends in development of modern biology, ecology and pedagogy of higher education.At the plenary meeting (chairman S.V. Pyda, doctor of agricultural sciences, professor, head of the Department of Botany and Zoology), the reports were delivered by M. M. Barna, doctor of biology, professor of the Department of Botany and Zoology, L.S. Barna, candidate of Pedagogy, Associate Professor of the Department of General Biology and Methods of Teaching Sciences, N.V. Herts and O.B. Matsiuk, Associate Professors of the Department of Botany and Zoology (N.V. Hertz presented a speech entitled “Serhii Navashyn, the professor of Saint Volodymyr University, 1857-1930, dedicated to the 120th anniversary of the discovery of double fertilization in angiosperms”); M. M. Barna, doctor of biology, professor of the Department of Botany and Zoology, and L.S. Barna, Associate Professor of the Department of General Biology and Methods of Teaching Sciences made a keynote statement under the title ‘“Historical Account and Controversial Nature of Discovery of Double Fertilization in Angiosperms by by S. Navashyn”; H.Ya. Zhyrska, Associate Professor of the Department of General Biology and Methods of Teaching Sciences, and Professor A.V. Stepaniuk made a report on the “Consistency crucial to the mental representation of “double fertilization” in the minds of high school students; V.V Hrubinko, Doctor of Biology, Professor, Head of the Department of General Biology and Methods of Teaching Sciences made a report on “Adaptation Strategies of Waterside Plants to Pollution of Hydroecosystem with Hard Metals”.All the reports were assisted with multimedia devices.The closing meeting chaired by S.V Pyda, Doctor of Agriculture, Professor, Head of the Department of Botany and Zoology of TNPU summed up the presentations and passed the resolution of “Science Readings”.
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Creagh, Mario, and Felicia Martínez. "The Teaching of the Botany As a Way for the Sustainability of the Environment." Contemporary problems of social work 4, no. 2 (2018): 148–52. http://dx.doi.org/10.17922/2412-5466-2018-4-2-148-152.
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Sass-Gyarmati, Andrea, and Jana Táborská. "Plant collections: Possibilities of using herbaria, digital herbaria and plant databases in botany teaching at Eszterházy Károly University." Acta Universitatis de Carolo Eszterházy Nominatae. Sectio Biologiae 45 (2020): 83–91. http://dx.doi.org/10.33041/actauniveszterhazybiol.2020.45.83.
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Herbaria have been always used mostly by researchers dealing with systematic botany, taxonomy or flora of a certain area, providing insight into the variety of plant taxa and their distribution. Preserved specimens can also be used for molecular and phylogenetic research. In addition to their scientific mission, herbaria play an important role in botanical education. Besides traditional utilization of herbaria, there are a huge possibilities using virtual plant collections as well. The main target of this article is to highlight more important hungarian and worldwide-used plant online resources suitable for botany teaching to the students as well as wide public at Herbarium of Eszterházy Károly University, Eger (EGR).
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McDonald, S. W. "The Life and Times of James Jeffray, Regius Professor of Anatomy, University of Glasgow 1790–1848." Scottish Medical Journal 40, no. 4 (1995): 119–22. http://dx.doi.org/10.1177/003693309504000406.
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James Jeffray, Regius Professor of Anatomy at Glasgow University from 1790–1848, worked at a time when the only legal supply of material for dissection was the bodies of hanged criminals. The Napoleonic Wars created a large demand for anatomical teaching and Jeffray saw the height of the body-snatching era. At Glasgow University, Jeffray supervised the establishment of the Hunterian Museum, negotiated a separate Chair of Botany and was a prime mover in founding the Botanic Gardens. The fetal circulation was a special interest and he is remembered as the inventor of the chain saw, which he designed from a watch chain for use in excision of diseased joints in an effort to prevent amputation.
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Rubino, Darrin L., and Brian C. McCarthy. "Dendropedagogy: Teaching Botany, Ecology & Statistical Principles through Tree-Ring Studies." American Biology Teacher 64, no. 9 (2002): 689–95. http://dx.doi.org/10.2307/4451411.
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Reynaud, Joël. "The Use of the Internet for Teaching Botany to Pharmacy Students." Pharmacy Education 1, no. 3 (2001): 137–40. http://dx.doi.org/10.1080/15602210210347.
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Zemanek, Alicja, and Piotr Köhler. "Botany at Stefan Batory University in Vilna (Wilno, Vilnius) (1919–1939)." Studia Historiae Scientiarum 18 (November 15, 2019): 93–137. http://dx.doi.org/10.4467/2543702xshs.19.005.11011.
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The university in Vilna (in Polish: Wilno, now: Vilnius, Lithuania), founded in 1579, by Stefan Batory (Stephen Báthory), King of Poland and Grand Duke of Lithuania, was a centre of Polish botany in 1780–1832 and 1919–1939. In the latter period the university functioned under the Polish name Uniwersytet Stefana Batorego (in English: Stefan Batory University). It comprised six departments connected with botany (General Botany, Pharmacognosy and Cultivation of Medicinal Plants, Plant Taxonomy, Botanical Garden, Garden of Medicinal Plants, and Natural History Museum). There worked such distinguished scientists, as: Jakub Mowszowicz (1901–1983), phytogeographer and phytosociologist; Jan Muszyński (1884–1957), botanist and pharmacist; Bronisław Szakien (1890–1938), cytologist and mycologist; Piotr Wiśniewski (1881––1971), physiologist; and Józef Trzebiński (1867–1941), mycologist and phytopathologist. Ca. 300 publications (including ca. 100 scientific ones) were printed in the period investigated, dealing mainly with morphology and anatomy, cytology, plant physiology, floristics (floristic geography of plants), systematics (taxonomy) of vascular plants, mycology and phytopathology, ecology of plant communities (phytosociology), as well as ethnobotany, and history of botany. Stefan Batory University was also an important centre of teaching and popularization of botany in that region of Europe. The aim of the article is to describe the history of botany at the Stefan Batory University in 1919–1939. Botanika na Uniwersytecie Stefana Batorego w Wilnie (Vilna, Vilnius) (1919–1939) Abstrakt Uniwersytet w Wilnie (w języku angielskim: Vilna, obecnie: Vilnius w Republice Litewskiej), założony w 1579 r. przez Stefana Batorego, króla Polski i wielkiego księcia Litwy, był ośrodkiem polskiej botaniki w latach 1780–1832 oraz 1919–1939. W tym ostatnim okresie funkcjonował pod nazwą Uniwersytet Stefana Batorego (w języku angielskim: Stefan Batory University). W latach 1919–1939 zorganizowano następujące zakłady związane z botaniką: Botaniki Ogólnej, Farmakognozji i Hodowli Roślin Lekarskich, Systematyki Roślin, Ogród Botaniczny, Ogród Roślin Lekarskich oraz Muzeum Przyrodnicze. W ośrodku wileńskim pracowali wybitni uczeni, m.in. Jakub Mowszowicz (1901–1983), fitogeograf i fitosocjolog; Jan Muszyński (1884–1957), botanik i farmaceuta; Bronisław Szakien (1890–1938), cytolog i mykolog; Piotr Wiśniewski (1881–1971), fizjolog oraz Józef Trzebiński (1867–1941), mykolog i fitopatolog. Badacze roślin ogłosili drukiem ok. 300 publikacji (w tym ok. 100 naukowych) dotyczących głównie morfologii i anatomii, cytologii, fizjologii roślin, florystyki (florystycznej geografii roślin), systematyki (taksonomii) roślin naczyniowych, mykologii i fitopatologii, ekologii zbiorowisk roślinnych (fitosocjologii), a także etnobotaniki i historii botaniki. Uniwersytet Stefana Batorego był również ważnym ośrodkiem nauczania i popularyzacji botaniki w tym regionie Europy. Celem artykułu jest opracowanie historii botaniki na Uniwersytecie Stefana Batorego w latach 1919–1939.
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SAVINOV, I. А., and YU S. CHERYATOVA. "ORIGINS OF BOTANY IN PETROVSKAYA (TIMIRYAZEV) ACADEMY." Izvestiâ Timirâzevskoj selʹskohozâjstvennoj akademii, no. 2 (2021): 130–42. http://dx.doi.org/10.26897/0021-342x-2021-2-130-142.
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The paper examines scientific and pedagogical activities of the prominent Russian botanists of the 19th – early 20th centuries, who laid the foundation for teaching this subject in the Petrovskaya (Timiryazev) Academy and founded their own scientific schools. The authors present brief biographies of N.I. Zheleznov, N.N. Kauffman, K.A. Timiryazev, S.I. Rostovtsev, and V.I. Taliev, as well as assess their contribution to national and world science. The creative works of many abovementioned scientists featured exceptional breadth and versatility. They not only did leave a noticeable mark in various branches of botany, but also contributed in every way to popularizing their favourite science. The paper shows some experience in teaching botany, forming and maintaining botanical collections. With regard to the popularization of science, the personality of K.A. Timiryazev is presented as a scientist-democrat, social activist and a person who had a heart for people. K.A. Timiryazev believed that science is the property of the entire humanity; therefore, its popularization is nothing more than fulfilling the scientist’s civic duty to the people. The information provided about the first botanists of the Petrovskaya (Timiryazev) Academy has not only cognitive and historical, but also practical significance. Thus, the study of energy regulations associated with photosynthesis performed by K.A. Timiryazev was of great importance in rationalizing the doctrine of the unity and connection of living and nonliving matter in the process of the circulation of substances and energy in nature. Flora-related works by N.N. Kauffman raised a number of important botanical and geographical problems. The studies of the ontogenetic morphogenesis of plants by N.I. Zheleznov and S.I. Rostovtsev laid the foundation for the development of plant morphology in Russia. Scientific works of V.I. Taliev provided for better understanding of the problem of interaction between plants and humans. The continuity of scientific schools and research directions is shown to prove its extreme importance in the context of present-day Russia.
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Stewart, Katrine. "Use of CD-ROMs for Teaching Systemic Botany and Horticultural Production Courses." HortScience 33, no. 3 (1998): 552c—552. http://dx.doi.org/10.21273/hortsci.33.3.552c.
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Systemic botany often requires the students to visually examine plant materials at different stages of growth and development to determine family characteristics. Fresh plant materials used in these demonstrations are often unavailable to allow the student to review for laboratory examinations. The timing of production courses means that students do not have the chance to see field operations for various crops. CD-ROMs have been developed as a adjunct to lectures to allow students to review and examine material at their own pace in order to better prepare them for examinations.
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Dávila, Nállarett, Edweslley Moura, Leonardo M. Versieux, Fernanda Antunes Carvalho, and Alice Calvente. "Urban Forest Fragments as a Living Laboratory for Teaching Botany: An Example from Federal University of Rio Grande do Norte, Brazil." Systematic Botany 46, no. 1 (2021): 6–17. http://dx.doi.org/10.1600/036364421x16128061189378.
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Abstract—“Plant blindness” is affecting humans’ relationships with plants, which has negative consequences for both science and conservation. It is, therefore, important to find new ways to promote societal interest in botany and plants. One possibility is encouraging the use of informal settings to promote curiosity and provide education to students. Forest fragments can be regarded as open air labs for teaching botany, especially on university campuses. We aimed to formally document the angiosperm diversity in the Mata dos Saguis (MS), a fragment of Atlantic forest under restoration belonging to the central campus of the Federal University of Rio Grande do Norte (UFRN), Brazil. We recorded 140 species, 113 genera in 52 families, and 24 orders of angiosperms. The MS has nearly 10% of the species and one third of all the families occurring in the entire state of Rio Grande do Norte, representing the main evolutionary groups of angiosperms, and we also recorded two new species occurrences for the state. Here we provide a checklist of the MS, a location that has been used as an open-air laboratory by many UFRN undergraduate courses in biosciences. We also share examples that can be replicated in other institutions and discuss the process of learning systematic botany in floristically rich countries by means of alternative and hands-on experiences.
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高, 德民. "Exploration on the Integration of Chinese Medicine Culture into Medical Botany Teaching." Vocational Education 08, no. 04 (2019): 164–68. http://dx.doi.org/10.12677/ve.2019.84027.
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Prokop, Pavol, Dominika Majerčíková, and Zuzana Vyoralová. "THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS." Journal of Baltic Science Education 15, no. 1 (2016): 18–27. http://dx.doi.org/10.33225/jbse/16.15.18.
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Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner's attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant's interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany. Key words: adaptive memory, biology education, PowerPoint programme, realia.
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ALI, ABDUL. "Book Review: The Scientific Muslim: Understanding Islam in a New Light. By Mohammad Aslam Parvaiz." International Journal of Islamic Thought 19, no. 1 (2021): 147–48. http://dx.doi.org/10.24035/ijit.19.2021.204.
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This book is a product of more than three decades of the author's experience in teaching and research as Professor of Botany, side by side with his relentless efforts to understand and interpretthe Qur'an in original Arabic by applying his knowledge of science. Its central theme is encapsulated in its very title The Scientific Muslim: Understanding Islam in a New Light
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Richards, J. H., and D. W. Lee. ""To see ... Heaven in a Wild Flower....": Teaching botany in the 21st century." American Journal of Botany 89, no. 1 (2002): 172–76. http://dx.doi.org/10.3732/ajb.89.1.172.
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Bowcutt, Frederica, and Tamara Caulkins. "Co-teaching Botany and History: An Interdisciplinary Model for a More Inclusive Curriculum." Isis 111, no. 3 (2020): 614–22. http://dx.doi.org/10.1086/711071.
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Prokop, Pavol, and Jana Fančovičová. "Seeing coloured fruits: utilisation of the theory of adaptive memory in teaching botany." Journal of Biological Education 48, no. 3 (2013): 127–32. http://dx.doi.org/10.1080/00219266.2013.837407.
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Lewis, A. J., and J. M. Affolter. "The State Botanical Garden of Georgia: A Living Laboratory for Student Education." HortTechnology 9, no. 4 (1999): 570–72. http://dx.doi.org/10.21273/horttech.9.4.570.
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The State Botanical Garden of Georgia serves as an important academic resource for the University of Georgia by supporting interdisciplinary learning experiences in fields including botany, horticulture, environmental design, ecology, anthropology, geography, instructional technology, science education, entomology, forestry, and art. Field trips, independent study, internships, work-study and other botanical garden experiences strengthen and support the university's teaching, research and public service/outreach missions.
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BUCCHI, MASSIMIANO. "Images of science in the classroom: wallcharts and science education 1850–1920." British Journal for the History of Science 31, no. 2 (1998): 161–84. http://dx.doi.org/10.1017/s0007087498003240.
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One of the educational by-products of German botanical scholarship was the publication of sets of large ‘wall diagrams’ (Wandtafeln) for use in the lecture-room. Most British University Departments of Botany dating from the period before the first world war probably had at least one of these sets. In my own department I have used these excellent diagrams occasionally, realizing that they combined clarity, size and accuracy to an unrivalled extent.This passage from a recent essay by S. M. Walters forms an appropriate introduction to the topic of this paper. From the start, it should be noticed that the use of such diagrams (referred to as ‘wallcharts’ in the rest of the paper) was by no means limited to botany nor to university studies. As will become clear, they were one of the most important media for the teaching and learning at different levels of education and within different fields.
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Hikmah, Nurul, Dharmono Dharmono, and Atiek Winarti. "The Development of the Poaceae Family Scientific Book in the Tabanio Beach Forest on Students' Creative Thinking Ability." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 3, no. 2 (2021): 131. http://dx.doi.org/10.20527/bino.v3i2.9932.
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The evaluation of students' creative thinking has not been optimal, the use of books in the Higher Plant Botany course at the Biology Education Faculty of ULM in the Poaceae family sub-material based on creative thinking is still limited, so enrichment teaching materials are needed by utilizing local potential and using aspects of thinking creative. The scientific book development model adapted Tessmer's formative evaluation which was limited to self-evaluation, expert review of 3 ULM Master of Biology Education lecturers which included material experts, linguists and media experts, one-to-one evaluation and small group evaluation which included 8 undergraduate students of Biology Education FKIP ULM who have passed the Higher Plant Botany course. The assessment given by experts to scientific books obtained valid criteria (3.59). Respondents' assessment of the practicality of the content obtained very good criteria (88.89%). Respondents' assessment of the practicality of expectations obtained very good criteria (83%). The observer's assessment on the fulfillment of expectations obtained very good criteria (82%). Assessment of the effectiveness of expectations obtained high criteria (80.80) and increased creative thinking skills at three meetings obtained moderate N-gain criteria. Scientific books are declared valid, practical and effective.Abstrak Belum optimalnya evaluasi berpikir kreatif mahasiswa, penggunaan buku pada mata kuliah Botani Tumbuhan Tinggi di S1 Pendidikan Biologi FKIP ULM pada sub-materi Famili Poaceae berbasis berpikir kreatif yang masih terbatas, sehingga diperlukan bahan ajar pengayaan dengan memanfaatkan potensi lokal dan menggunakan aspek-aspek berpikir kreatif. Model pengembangan buku ilmiah mengadaptasi evaluasi formatif Tessmer yang dibatasi hanya pada self evaluation, expert review dari 3 dosen Magister Pendidikan Biologi ULM yang meliputi ahli materi, ahli bahasa dan ahli media, one-to-one evaluation dan small group evaluation yang meliputi 8 mahasiswa S1 Pendidikan Biologi FKIP ULM yang telah lulus mata kuliah Botani Tumbuhan Tinggi. Penilaian yang diberikan ahli terhadap buku ilmiah memperoleh kriteria valid (3,59). Penilaian responden pada kepraktisan isi memperoleh kriteria yang sangat baik (88,89%). Penilaian responden pada kepraktisan harapan memperoleh kriteria sangat baik (83%). Penilaian observer pada keterlaksanaan harapan memperoleh kriteria sangat baik (82%). Penilaian keefektifan harapan memperoleh kriteria tinggi (80,80) serta peningkatan kemampuan berpikir kreatif pada tiga pertemuan memperoleh kriteria N-gain sedang. Buku ilmiah dinyatakan valid, praktis dan efektif.
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Li, Yang-Han. "The Development and Future Trend of Weed Science in Mainland China." Weed Technology 1, no. 3 (1987): 259–64. http://dx.doi.org/10.1017/s0890037x00029663.
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Professor Li has taught botany since 1940 at University of Nanking, Nanking, China, and weed science at Nanjing Agricultural University, Nanjing, China, since 1964. He developed and taught the school's first weed science course and he presently teaches botany, crop plant anatomy, and weed identification and control. Under his direction, programs in weed quarantine and biological weed control have been instituted and supported by the Ministry of Agriculture and the Bureau of Education (present name: Ministry of Agriculture, Animal Husbandry and Fishery). One of his prime targets has been the study of darnel and the biological control of dodder on soybeans. Professor Li is the supervisor of several graduate students for the Masters and Ph.D. degrees. While at Nanjing, he also has directed the establishment of the most complete herbarium of weeds and weed seeds in China. Currently, Professor Li is editing Weed Flora of China. In addition to publishing many weed texts and teaching short courses on weed identification and control within China, he is a member of the FAO Panel of Experts on Improved Weed Management.
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Albedyll, Astrid von, Lisa Vogt, and Daniel Dreesmann. "MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS’ AND ADULTS’ KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL." Journal of Baltic Science Education 16, no. 4 (2017): 612–24. http://dx.doi.org/10.33225/jbse/17.16.612.
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Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people’s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students’ and adults’ knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants’ knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing. Keywords: biology curriculum, science education, sustainability education, knowledge on grapevine, botany and viticulture.
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Marín Murcia, José Pedro, and María José Martínez Ruiz-Funes. "Froebel and the teaching of botany: the garden in the Kindergarten Model School of Madrid." Paedagogica Historica 56, no. 1-2 (2019): 200–216. http://dx.doi.org/10.1080/00309230.2019.1622578.
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张, 国莉. "Comprehensive Teaching Reform Attempt—Taking Pharmaceutical Botany and Pharmacognosy at Medical University as an Example." Creative Education Studies 07, no. 01 (2019): 22–26. http://dx.doi.org/10.12677/ces.2019.71005.
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Patyka, V. P., I. P. Hryhoriuk, M. M. Barna, N. M. Drobyk та O. B. Kononchuk. "З ВІДДАНІСТЮ СВОЇЙ СПРАВІ, З ЛЮБОВ’Ю ДО ЛЮДЕЙ ТА З ІСКРОЮ ДОБРА У СЕРЦІ". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 76, № 2 (2019): 104–13. http://dx.doi.org/10.25128/2078-2357.19.2.17.
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July 7, 2019 marks the 60th anniversary of the renowned scientist in the field of plant physiology and microbiology, Doctor of Agricultural Sciences, Professor, Academician of the Academy of Sciences of the Higher School of Ukraine, Head of the Department of Botany and Zoology of the Ternopil National Pedagogical University and University
 Svitlana Vasylivna was born in the village of Ishkiv, Koziv district, Ternopil region, to a family of teachers. She started schooling at the Ishkiv eight-year school and later Ternopil Secondary School #8, which she graduated with honours in 1976. In August 1977, she entered Ternopil Pedagogical Institute, Natural Sciences faculty. She graduated with honors in 1982 and got qualification of a teacher of chemistry and biology
 Since July 1982, Svitlana Vasylivna's work has been associated with the Department of Botany (now the Department of Botany and Zoology of Ternopil Volodymyr Hnatiuk National Pedagogical University), where she became an assistant at the laboratory of plant physiology and biology.
 As a laboratory assistant, S.V. Pyda commenced her first scientific studies concerned with nitrogen nutrition of legumes supervised by Professor, Head of the Symbiotic Nitrogenation Department of the Institute of Plant Physiology and Genetics of NAS of Ukraine Yukhym Polikarpovych Starchenko, candidates of biological sciences, professor of the Department of Botany of Ternopil Pedagogical Institute Vekirchyk Kuzma Mykolaiovych and associate professor Butnytskyi Ivan Mykolaiovych.
 From 1989 to 1993 S.V. Pyda carried out scientific research at National Botanical Garden M.M. Hrishko NAS of Ukraine (Kyiv) supervised by professor, head of allelopathy department Holovko Erast Anatoliiovych. May 26, 1994 as a result of scientific research S.V. Pyda became a successful defense of a Ph.D. thesis for the degree of Candidate of Biological Sciences in the specialty 03.00.12 – plant physiology in the specialized scientific council of the Institute of Plant Physiology and Genetics of NAS of Ukraine entitled: «Allelopathic and symbiotic features of lupine at different levels of nitrogen nutrition».
 During her postgraduate studies, in 1990 S. V. Pyda was transitioned to the position of Assistant Professor of the Department of Botany of Ternopil Pedagogical Institute, and after the defense of her Ph.D. thesis in January 1995 – to the post of Senior Lecturer, Associate Professor of Botany – on December 25, 1997. Pyda S.V. was given the academic title of Associate Professor of Botany.
 Pyda S.V. managed to combine her teaching career with scientific research concerned with a wide range of questions of plant physiology, biochemistry and ecology, microbiology, agriculture. Her major research focuses on the biological fixation of molecular nitrogen by legumes, allelopathic and biochemical features of species of the genus Lupine and some floral-ornamental plants, problems of chemical interaction between plants in natural and artificial phytocenoses, microorganisms and agriculture.
 Her 13-year-long scientific work found its expression in the manuscript of the doctoral dissertation, successfully defended on June 14, 2007 for the degree of Doctor of Agricultural Sciences in the specialized academic council of the Uman Agrarian University (now Uman National University of Horticulture) entitled: “Physiology of symbiosis of Bradyrhizobium sp. (Lupinus) – Lupinus L.: allelopathic analysis” specialty 03.00.12 – plant physiology.
 On April 1, 2008, after a significant achievement in the scientific and pedagogical field, the decision of the Scientific Council of the Ternopil Volodymyr Hnatiuk National Pedagogical University Pyda S.V. was appointed the professor of the Department of Botany. On January 20, 2011, by the decision of the Attestation Board of the Ministry of Education and Science, Pyda S.V. was awarded the academic title of Professor of Botany. Since November 26, 2014 prof. Pyda S.V. has been the head of the Department of Botany and Zoology after the merging of the departments of Botany and Zoology.
 Svitlana Vasylivna Pyda’s legacy comprises 342 works, including 4 monographs, 7 utility model patents, over 30 scientific articles, 2 textbooks, 7 methodological tutorials, 1 bibliographic index, 2 e-courses etc.
 Professor S.V. Pyda has been teaching at the University for many years the disciplines "Plant Physiology", "Microbiology with the Fundamentals of Virology", "Research Methods", "Nutrition and Productivity of Plants", "Mechanisms of Plant Productivity". She is also a teacher of Ternopil Oblast Territory -Municipal Branch of the Ministry of Education and Science of Ukraine, a member of the jury and head at the numerous competitions of city and all-Ukrainian importance, the head of the Ternopil branch of the Ukrainian Society of Plant Physiologists and Ternopil branch of the Society of microbiologists of Ukraine.
 For a significant contribution to the teacher training courses, the introduction of modern technologies of education and upbringing of student youth and the support of gifted students, Svitlana Vasylivna Pyda was elected Academician of the Academy of Sciences of Higher School of Ukraine, awarded by Ternopil state administration, Volodymyr Hnatiuk National Pedagogical University, Ternopil Oblast Ecological and Naturalistic Center student youth, Ternopil Regional Communal Territorial Branch of the Academy of Sciences of Ukraine, NAS of Ukraine, Ministry of Education and Science, etc.
 Svitlana Vasylivna considers herself a happy person because she had the best teachers – Yavonenko A.F., Vekirchyk K.M., Shusta I.V., Barna M.M., Butnytskyi I.M., Shymanska V.A., Kuzmovych L.G., Orchuk K.I., Talposha V.S., Grushka S.I., Yakovleva V.O., Yakovenko B.V., Kuratova T.S., colleagues and scholars such as Y. P. Starchenko, E.A. Golovko, V.P.Patyk, I.P. Grygoryuk, friends, and sincere and friendly people. She is a role model and we all appreciate her dignity, integrity, high spirits and loyalty to Ukraine and science.
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Richardson, D. HS. "Reflections on lichenology: achievements over the last 40 years and challenges for the future." Canadian Journal of Botany 80, no. 2 (2002): 101–13. http://dx.doi.org/10.1139/b02-011.
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In June 2000, at the joint meeting of the Canadian Botanical Association and the Canadian Society of Plant Physiologists, the author of this review was presented with the George Lawson Medal for lifelong contributions to botany and was invited to prepare a special contribution for the Canadian Journal of Botany. Subsequently, an invitation was received to give the Swinscow Lecture to the British Lichen Society and the Linnean Society in London. This commentary is a written version of that January 2001 lecture and presents a personalized view of developments in those areas of lichenology studied by the author during a career in Canada and other parts of the world. Aspects touched upon include lichen identification, spore dispersal, nutrient transfer between the symbionts, water relations, and lichen strategies in particular climatic regions. The value of lichens for monitoring pollutants is noted, and the developing problem of lichen conservation is discussed. Finally, a plea is made regarding the value of field teaching and field excursions with respect to recruiting the next generation of lichenologists.Key words: lichens, asci, carbohydrate transfer, ecophysiology, pollution, old-growth forests, lichen societies.
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Cole, T. C. H., H. H. Hilger, J. B. Bachelier, et al. "Spanning the Globe – The Plant Phylogeny Poster (PPP) Project." Ukrainian Botanical Journal 78, no. 3 (2021): 235–41. http://dx.doi.org/10.15407/ukrbotj78.03.235.
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Historically, wallcharts and posters created by botanical illustrators, often highly skilled artists, have played an important role in teaching botany at the university level. Large-scale panels and posters can visualize complex interrelationships and entire stories in a clear and appealing overview in graphs, tables, and diagrams. Carrying this concept of educational tools into the electronic era, the Plant Phylogeny Poster project uses this approach for displaying evolutionary relationships in systematic botany. The Angiosperm Phylogeny Poster (APP) displays, as phylogenetically arranged clades, the orders and families of flowering plants (with orders hyperlinked to APweb, Stevens, 2001–onwards), the Tracheophyte Phylogeny Poster (TPP) families and genera of ferns and gymnosperms, and the Bryophyte Phylogeny Poster (BPP) orders and families of liverworts, mosses, and hornworts. The portfolio currently also includes about 30 posters on individual orders and families of angiosperms. Each group within these evolutionary trees is matched with essentially relevant morphological features, biogeographic occurrences, and other information in compactly condensed text blocks. All posters are freely available online, some in more than 30 languages, coauthored by a team of more than 130 botanists. The posters are regularly updated, current literature is cited. The project is expanding steadily and rapidly.
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Pererva, Victoria. "REMOTE SPECIAL COURSE «LATIN. BOTANY TERMINOLOGY» AS A MEANS OF BECOMING A PROFESSIONAL AND TERMINOLOGICAL COMPETENCE OF BIOLOGY TEACHER." Osvitolohiya, no. 8 (2019): 81–88. http://dx.doi.org/10.28925/2226-3012.2019.8.8188.
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The essence and advantages of distance learning as a form of organization of independent work in the professional training of future specialists are revealed. Formation of a professional term system is considered as a prerequisite for the formation of professional-terminological competence of a future teacher. Independent work Outside the classroom process is expanding the amount of material to be absorbed (both theoretical and applied), assisting in preparing for the tests and examinations in professional disciplines. Today, integration of modern pedagogical and information technologies, their wide introduction into the educational process is very important. In the system of vocational education, issues of the culture of professional communication, are of particular importance. Imperfect knowledge of the professional terminology leads to the appearance of a significant number of typical errors, reducing the level of the culture of speech. An important role in mastering students’ knowledge of the special course «Latina. Botany terminology» is given to independent work, which gradually becomes one of the leading forms. Application of new information and telecommunication technologies in the educational process, creation, and use of modern electronic teaching aids and distance courses solve complex tasks of forming a single educational information environment. Distance learning course «Latina. Botany Terminology» for future biology teacher is allows each student to work in an individual mode under the guidance of teachers. The content and structure of the distance e-learning course «Latin. Botany Terminology» for students of the Natural Department of Pedagogical Institutions of Higher Education is shown. The purpose of the distance special course, is to enrich the personality language culture, understanding the semantics and etymologies of biological terms.
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Burrows, Geoff. "Teaching Flower Structure & Floral Formulae —— A Mix of the Real & Virtual Worlds." American Biology Teacher 72, no. 5 (2010): 276–80. http://dx.doi.org/10.1525/abt.2010.72.5.4.
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The study of flower structure is essential in plant identification and in understanding sexual reproduction in plants, pollination syndromes, plant breeding, and fruit structure. Thus, study of flower structure and construction of floral formulae are standard parts of first-year university botany and biology courses. These activities involve developing a complex set of skills, and it is useful for students to review this material after practical sessions. The Virtual Floral Formula Web site provides students with a unique resource for practicing their floral structure interpretation skills. The site provides detailed dissection photographs of the flowers of 12 species, and floral formulae are progressively assembled via drop-down menus. When students are satisfied with their answers, they submit them, and any discrepancies from the ‘‘official’’ formula are highlighted. Students appreciate the interactivity of the application, the feedback they receive on any inaccuracies in their formulae, and the ability to make progressive improvements in their skills.
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Kidman, Barbara P. "Ralph Tate (1840–1901), Naturalist par excellence: Life and Work before Emigration to Australia." Historical Records of Australian Science 24, no. 2 (2013): 207. http://dx.doi.org/10.1071/hr13003.
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Ralph Tate (1840–1901), the foundation Professor of Natural Science at the University of Adelaide, proved to be a remarkable scientist and naturalist with outstanding achievements in several fields. Tate was selected for the Chair in Adelaide, despite having no previous university experience, mainly on the recommendation of T. H. Huxley. This paper examines Tate's background in some detail and establishes that, in fact, as a respected geologist and palaeontologist with interests in conchology and botany, he was particularly well qualified to fill the post. He had had years of teaching practice, a long list of research publications and even experience in exploring new territories.
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GOMES, INÊS. "Observation versus experimentation in natural-history teaching in Portuguese secondary schools: educational laws from 1836 to 1933." BJHS Themes 3 (2018): 147–65. http://dx.doi.org/10.1017/bjt.2018.2.
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AbstractThe idea that a public and secular institution was needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century. However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education has developed differently in each country. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy) inliceus, during the nineteenth and early twentieth centuries. In particular, the importance given to specimens and collections will be emphasized. The emergence of laboratory-based teaching never replaced traditional approaches centred on observation of specimens. By focusing on the Portuguese case, this article aims ultimately to contribute to a broader understanding of the secondary-educational model implemented throughout Europe in the nineteenth century.
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Medeiros, Francisco Das Chagas, and Valéria Goes Ferreira Pinheiro. "The evolution of medical education and what scares us about it." Revista de Medicina da UFC 58, no. 3 (2018): 6. http://dx.doi.org/10.20513/2447-6595.2018v58n3p6-9.
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In the early Middle Ages, future doctors were not students; they were apprentices. Teaching consisted of knowledge about herbs and surgical skills, “taught” by older, experienced peers. In monasteries, monks occupied themselves copying classic texts in the scriptorium. These sources, however, were not consulted by apprentices at the time. In convents and nurseries, manuals of medical botany, especially the ones about herbs of their local orchards, were preferable reading. The first record on medical training in literature is attributed to Charaka, a Hindu physician who in 500 BC referred to the distinctive idea of a “master” from whom one could learn the art and medical practice. In the tenth century, in a somewhat pre-academic teaching style developed in Salerno and later in the Alexandrian model, Mentors were respected celebrities, authorized and of great powers. Shortly afterwards, Constantin came to Monte Cassino to translate Arabic medical writings into Greek (internationalizing medicine) and the University of Bologna was founded on September 18, 1088, by and for students.
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Udías, Agustín. "Jesuits and the Natural Sciences in Modern Times, 1814–2014." Brill Research Perspectives in Jesuit Studies 1, no. 3 (2019): 1–104. http://dx.doi.org/10.1163/25897454-12340003.
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Abstract After their restoration of 1814, the Jesuits made significant contributions to the natural sciences, especially in the fields of astronomy, meteorology, seismology, terrestrial magnetism, mathematics, and biology. This narrative provides a history of the Jesuit institutions in which these discoveries were made, many of which were established in countries that previously had no scientific institutions whatsoever, thus generating a scientific and educational legacy that endures to this day. The essay also focuses on the teaching and research that took place at Jesuit universities and secondary schools, as well as the order’s creation of a worldwide network of seventy-four astronomical and geophysical observatories where particularly important contributions were made to the fields of terrestrial magnetism, microseisms, tropical hurricanes, and botany.
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Yarmishko, V. T., O. V. Ignatieva, and F. A. Chepik. "HISTORICAL DEVELOPMENT OF BOTANY AS A FOUNDATION FOREST EDUCATION AND SCIENCE IN RUSSIA." ÈKOBIOTEH 3, no. 3 (2020): 379–89. http://dx.doi.org/10.31163/2618-964x-2020-3-3-379-389.
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The Department of Botany and Dendrology of the oldest educational forestry institution of Russia, the present St. Petersburg State Forest Technical University named after S.M. Kirov, is celebrating its centenary. At the time of its foundation it was the first specialized department of this kind both in Russia and in the world. In the course of its historical development, the Department of Botany and Dendrology has been formed not only as a large educational and methodological center for botanical, dendrological and general biology training. It has also become a major scientific center providing a wide range of research in the field of biology and ecology of woody plants, their introduction, intraspecific polymorphism, selection, phenological biorhythm, forest science, floristics and taxonomy, anthropogenic dynamics of plant cover and biodiversity conservation of forest ecosystems, bioindication, bioclimatology, forest phenology, and dendrophenological forecasting. It is impossible to list scientific publications of the Department, for only V.N.Sukachov alone was the author of about 500 papers. Under the leadership of V.N.Sukachev, his students and followers, provided research training and supervision for about 50 doctors and candidates of sciences, most of whom specialized in dendrology. Already in itself this fact testifies that creating the first in Russia Department of dendrology, V.N.Sukachev looked far ahead into addressing botanical and dendrological problems of Russia. Only within the last 10-15 years, the staff of the Department published 10 monographs, 2 textbooks, more than 10 teaching manuals. The geography of scientific research is constantly expanding. The scientific school “Dendrology and Biogeocenology named after V.N.Sukachev” has been established and is functioning at the Department.
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Drobyk, N. M., M. M. Barna, L. S. Barna, V. Z. Kurant та A. I. Herts. "ХІМІКО-БІОЛОГІЧНИЙ ФАКУЛЬТЕТ ТЕРНОПІЛЬСЬКОГО НАЦІОНАЛЬНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ВОЛОДИМИРА ГНАТЮКА: ІСТОРІЯ, СЬОГОДЕННЯ, ПЕРСПЕКТИВИ (до 80-річчя заснування)". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 79, № 1-2 (2020): 119–27. http://dx.doi.org/10.25128/2078-2357.20.1-2.17.
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The facts and figures related to the 80-year history of formation and development of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University are provided. The main stages of foundation, development of the faculty, achievements of the teaching staff in educational and research work are highlighted.
 The structural elements of the faculty are characterized: the department of botany and zoology, general biology and methods of instruction of natural sciences, chemistry and methods of its teaching, laboratory of biology and ecology “Holytskyi botany and entomology preserve of the university", agrobiological laboratory, “Educational laboratory of morphology and systematics of plants - herbarium”, educational and methodical room “Zoological Museum”, laboratory of ecobiotechnologies and basics of health, laboratory of experimental biology, Botanical Garden, within which the Biblical Botanical Garden was launched in 2019. 
 The following qualifications and majors are enlisted, in particular: bachelor’s degree - 014 Secondary education (Biology), 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 202 Plant protection and quarantine; master’s degree - 014 Secondary education (Biology and human health), 014 Secondary education (Chemistry), 014 Secondary education (Natural sciences), 091 Biology, 102 Chemistry.
 Considerable attention is paid to scientific work, in particular research laboratories: cytoembryology, plant physiology and microbiology, ecological biochemistry, comparative biochemistry and molecular biology, ecology and biotechnology, ecotoxicology and bioindication, chemistry of unsaturated compounds, as well as scientific and methodological center of natural sciences. 
 It should be emphasized that the faculty creates ample opportunities for postgraduate work, and PhD studies both TNPU-based and in other educational and scientific institutions, as well as for scientific publications in «Scientific Notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology.» (category B) and “Scientific notes of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Chemistry ".
 Career counselling is an integral part of work carried out at the faculty. Prospects for further development of the faculty are outlined.
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Prestes, Rafaela de Fatima Rocha, Pedro Henrique Furquim Cordeiro, Fernando Periotto, and Daniel Baron. "QR Code technology in a sensory garden as a study tool." Ornamental Horticulture 26, no. 2 (2020): 220–24. http://dx.doi.org/10.1590/2447-536x.v26i2.2114.
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Abstract Sensory Gardens are considered non-formal learning environments, however, they are not used as a methodological alternative for teaching in Brazil. The installation of the QR Code in a Sensory Garden is innovative and the link to in a non-formal learning environment can attract and retain student’s attention. Our study tested the hypothesis that Public School students between the ages of 13 and 15 years old are not stimulated by subjects taught in the area of botany when exposed to non-formal learning environments. The study selected 23 students, divided into two teams, in which one obtained access to the Sensory Garden and the other team was restricted to the content addressed in the formal learning environment. ‘Diagnostic questionnaires’ were applied to assess botanical knowledge, before and after the activity, comparing results between teams. From the data obtained, it was possible to prove the effectiveness of the Sensory Garden in the student’s botanical learning process. Our results indicate that the use of QR Code technology contributed to students’ improvement and interest in botany, while arousing curiosity and enthusiasm to observe, in loco, the content previously covered in the classroom. In assessing botanical knowledge among participants, this study reported that students attending the Sensory Garden showed better performance compared to students who did not attend the Sensory Garden. Therefore, we reject the hypothesis tested and accept that the Sensory Garden using QR Code was relevant and contributed as a study tool for 13 to 15 years old students from Public High-schools.
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Malta Romeiras, Francisco. "For the greater credibility: Jesuit science and education in modern Portugal (1858–1910)." History of Science 56, no. 1 (2017): 97–119. http://dx.doi.org/10.1177/0073275317738599.
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Upon the restoration of the Society of Jesus in Portugal in 1858, the Jesuits founded two important colleges that made significant efforts in the promotion of hands-on experimental teaching of the natural sciences. At the Colégio de Campolide (Lisbon, 1858–1910) and the Colégio de São Fiel (Louriçal do Campo, 1863–1910) the Jesuits created modern chemistry and physics laboratories, organized significant botanical, zoological and geological collections, promoted scientific expeditions with their students to observe eclipses and to collect novel species of animals and plants, and engaged in original research work in physics, botany, and zoology. The successful implementation of modern scientific practices gained these colleges public recognition as the most prominent secondary institutions in nineteenth-century Portugal, and this made a major contribution to countering the widespread and commonly accepted anti-Jesuit accusations of obscurantism and scientific backwardness.
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Sheppard, Keith, and Dennis M. Robbins. "High School Biology Today: What the Committee of Ten Actually Said." CBE—Life Sciences Education 6, no. 3 (2007): 198–202. http://dx.doi.org/10.1187/cbe.07-03-0013.
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This essay describes how in the 1890s the Committee of Ten arrived at their recommendations about the organization of the high school biological sciences and seeks to correct the frequently held, but erroneous view that the Committee of Ten was the initiator of the Biology-Chemistry-Physics order of teaching sciences prevalent in high schools today. The essay details the factors underlying the changing views of high school biology from its “natural history” origins, through its “zoology, botany, physiology” disciplinary phase to its eventual integration into a “general biology” course. The simultaneous parallel development of the “Carnegie Unit” for measuring coursework is highlighted as a significant contributor in the evolution of the present day high school biology course. The essay concludes with a discussion of the implications of the grade placement of the sciences for the future development of high school biology.
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Prokop, Pavol, and Jana Fančovičová. "The perception of toxic and non-toxic plants by children and adolescents with regard to gender: implications for teaching botany." Journal of Biological Education 53, no. 4 (2018): 463–73. http://dx.doi.org/10.1080/00219266.2018.1501405.
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Skinner, Hubert, and Karlem Riess. "John Leonard Riddell: From Rensselaer to New Orleans (1827-1865)." Earth Sciences History 4, no. 1 (1985): 75–80. http://dx.doi.org/10.17704/eshi.4.1.y136x81m6h4761h9.
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John L. Riddell, though primarily interested in chemistry, botany, and medicine, made considerable contributions to geology. From 1827-1829 he was a student at Rensselaer under Amos Eaton, the first American teacher of geology. Riddell's first scientific lecture, A new theory of the earth, was delivered at Rensselaer in August 1829. It dealt with geological formations and the fossil remains contained therein. From 1830-1832 Riddell presented public subscription lectures in New York, Ontario, Pennsylvania, and Ohio. Late in 1832 he became professor of chemistry and botany at the Ohio Reformed Medical College, where he began to study the geology of the state. Geology of Ohio, his first formal paper on geological subjects, appeared in 1833. Others papers soon followed. He worked with Samuel P. Hildreth on Survey of the geology of Ohio, which was completed in 1836. Soon afterwards, Riddell married and moved to New Orleans, becoming professor of chemistry at the New Orleans Medical College, now Tulane University. He remained in New Orleans until his death nearly thirty years later. In 1839 Riddell attempted to secure state authorization to conduct a geological survey of Louisiana. Also in 1839, he made two excursions to Texas, resulting in his Geology of the Trinity Country, Texas, published in 1839. Finally, in 1841, the Geological Committee of the State of Louisiana was formed, with Riddell as Chairman. There were five other members. Tragically, the result of their work was lost before being published, and no trace of the manuscript is known to exist today. In his later years, Riddell continued to do geological work, including studies of Mississippi River dynamics. He also continued his long teaching career in New Orleans.
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Rusanov, K. V. "Kharkov in the formation of N. V. Morozova-Vodyanitskaya as a botanist-algologist." Marine Biological Journal 2, no. 2 (2017): 86–98. http://dx.doi.org/10.21072/mbj.2017.02.2.09.
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In the work, a number of facts and dates of the Kharkov period of life (1893–1920) of the botanist-algologist Nina Vasilievna Morozova-Vodyanitskaya are given, who graduated from the Kharkov High Women’s Courses, taught at them (as well as in other educational institutions of the city) and studied algae under the guidance of V. M. Arnoldi, Professor of the Departments of Botany of Kharkov University and High Courses. The origin of the rich merchant family allowed N. V. Morozova get both secondary and high education. The Kharkov High Women’s Courses were a huge, rapidly developing non-state high educational institution, similar to the classical university in terms of teaching natural sciences, equipping departments and laboratories, and the number of students. The Department of Botany, where N. V. Morozova studied and worked as a laboratory assistant and then as an assistant, has provided to the students an extensive workshop, participation in excursions outside the city and in expeditions to the basims of Russia. Students of the courses had the opportunity to engage in scientific work in laboratories and at a biological station on the Seversky Donets River. Among the students and junior teachers (colleagues of N. V. Morozova-Vodyanitskaya, who has formed the scientific school of V. M. Arnoldi) there were many well-known botanists, algologists, hydrobiologists who became professors, correspondent members, and so on. It is concluded that the scientific and pedagogical environment surrounding of N. V. Morozov-Vodyanitskaya in Kharkov favored her becoming as a researcher. Only the harsh conditions of the Civil War and devastation delayed the publication of the results of the first work of a young algologist, started in 1913.
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Gupta, Nitesh, and Rashmi Tiwari. "TRANSFORMATION NEEDS IN AYURVEDA EDUCATION: WHERE & HOW." International Ayurvedic Medical Journal 8, no. 10 (2020): 4761–65. http://dx.doi.org/10.46607/iamj2908102020.
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The students with different backgrounds having habituated to different type of teaching methods and ter-minologies are joining Ayurveda education and there is big mismatch between their expectation, perception and actual teaching and training. Teaching and learning process in Ayurveda colleges has not much changed in spite of availability of technological tools. There will be need of dynamic continuum between research, education and practice. Better teaching techniques and modernization of Ayurveda education will improve the clinical and academic output, which in turn make them able to be presentable for ayurvedic principles. So, in order to convert Ayurveda to global level from the traditional way, it is necessary to adopt the latest technological tools and scientific framework in Ayurveda education. There will be urgent need to update and modernize the education system of Ayurveda and make the curriculum which is student centric and teacher should be facilitator. A multi-disciplinary approach in education system will be better for Indi-an system of medicine where some teachers from pharmaceutical chemistry, analytical chemistry, botany, phyto chemistry etc. will be appointed in institutions to provide the required trainings. Quality of institu-tions are very important concern in Ayurveda education sector. Quality of teachers also play very im-portant role in providing quality education to students because only through good education a relatively permanent change in personality of individuals is achieved in cognitive, psychomotor and affective do-mains. There is need to involve many other modern research methods in Ayurveda such as PIP and EIS. Medical informatics, Cyber medicine, Computerized Ayurveda studies will be brought revolutionary changes in the background of Ayurveda professionals.
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Zemanek, Alicja, and Piotr Köhler. "Historia Ogrodu Botanicznego Uniwersytetu Stefana Batorego w Wilnie (1919–1939)." Studia Historiae Scientiarum 15 (November 24, 2016): 301–45. http://dx.doi.org/10.4467/23921749shs.16.012.6155.
Full textAbstract:
The university in Vilna (Lithuanian: Vilnius), now Vilniaus universitetas, founded in 1579 by Stefan Batory (Stephen Báthory), King of Poland and Grand Duke of Lithuania, was a centre of Polish botany in 1780-1832 and 1919-1939. The Botanic Garden established by Jean-Emmanuel Gilibert (1741–1814) in 1781 (or, actually, from 1782) survived the loss of independence by Poland (1795), and a later closure of the University (1832), and it continued to function until 1842, when it was shut down by Russian authorities. After Poland had regained independence and the University was reopened as the Stefan Batory University (SBU), its Botanic Garden was established on a new location (1919, active since 1920). It survived as a Polish institution until 1939. After the Second World War, as a result of changed borders, it found itself in the Soviet Union, and from 1990 – in the Republic of Lithuania. A multidisciplinary research project has been recently launched with the aim to create a publication on the history of science at the Stefan Batory University. The botanical part of the project includes, among others, drafting the history of the Botanic Garden. Obtaining electronic copies of archival documents, e.g. annual reports written by the directors, enabled a more thorough analysis of the Garden’s history. Piotr Wiśniewski (1884–1971), a plant physiologist, nominated as Professor in the Department of General Botany on 1 June 1920, was the organiser and the first director of the Garden. He resigned from his post in October 1923, due to financial problems of the Garden. From October 1923 to April 1924, the management was run by the acting director, Edward Bekier (1883–1945), Professor in the Department of Physical Chemistry, Dean of the Faculty of Mathematics and Natural Sciences. For 13 subsequent years, i.e. from 1 May 1924 to 30 April 1937, the directorship of the Garden was held by Józef Trzebiński (1867–1941), a mycologist and one of the pioneers of phytopathology in Poland, Head of the Department of Botany II (Agricultural Botany), renamed in 1926 as the Department of Plant Taxonomy, and in 1937 – the Department of Taxonomy and Geography of Plants. From May 1937 to 1939, his successor as director was Franciszek Ksawery Skupieński (1888–1962), a researcher of slime moulds. Great credit for the development of the Garden is due to the Inspector, i.e. Chief Gardener, Konstanty Prószyński (Proszyński) (1859–1936) working there from 1919, through his official nomination in 1920, until his death. He was an amateur-naturalist, a former landowner, who had lost his property. Apart from the work on establishing and maintaining the Garden’s collection, as well as readying seeds for exchange, he published one mycological paper, and prepared a manuscript on fungi, illustrated by himself, containing descriptions of the new species. Unfortunately, this work was not published for lack of funds, and the prepared material was scattered. Some other illustrations of flowering plants drawn by Prószyński survived. There were some obstacles to the further development of the institution, namely substantially inadequate funds as well as too few members of the personnel (1–3 gardeners, and 1–3 seasonal workers). The area of the Garden, covering approx. 2 hectares was situated on the left bank of the Neris river (Polish: Wilia). It was located on sandy soils of a floodplain, and thus liable to flooding. These were the reasons for the decision taken in June 1939 to move the Garden to a new site but the outbreak of the Second World War stood in the way. Despite these disadvantageous conditions, the management succeeded in setting up sections of plants analogous to these established in other botanical gardens in Poland and throughout the world, i.e. general taxonomy (1922), native flora (1922), psammophilous plants (1922), cultivated plants (1924/1925), plant ecology (1927/1928), alpinarium (1927–1929), high-bog plants (1927–1929), and, additionally – in the 1920s – the arboretum, as well as sections of aquatic and bog plants. A glasshouse was erected in 1926–1929 to provide room for plants of warm and tropical zones. The groups representing the various types of vegetation illustrated the progress in ecology and phytosociology in the science of the period (e.g. in the ecology section, the Raunkiaer’s life forms were presented). The number of species grown increased over time, from 1,347 in 1923/1924 to approx. 2,800 in 1936/1937. Difficult weather conditions – the severe winter of 1928 as well as the snowless winter and the dry summer of 1933/34 contributed to the reduction of the collections. The ground collections, destroyed by flood in spring of 1931, were restored in subsequent years. Initially, the source of plant material was the wild plant species collected during field trips. Many specimens were also obtained from other botanical gardens, such as Warsaw and Cracow (Kraków). Beginning from 1923, printed catalogues of seeds offered for exchange were published (cf. the list on p. ... ). Owing to that, the Garden began to participate in the national and international plant exchange networks. From its inception, the collection of the Garden was used for teaching purposes, primarily to the students of the University, as well as for the botanical education of schoolchildren and the general public, particularly of the residents of Vilna. Scientific experiments on phytopathology were conducted on the Garden’s plots. After Vilna was incorporated into Lithuania in October 1939, the Lithuanian authorities shut down the Stefan Batory University, thus ending the history of the Polish Botanic Garden. Its area is now one of the sections of the Vilnius University Botanic Garden (“Vingis” section – Vilniaus universiteto botanikos sodas). In 1964, its area was extended to 7.35 hectares. In 1974, after establishing the new Botanic Garden in Kairenai to the east of Vilnius, the old Garden lost its significance. Nevertheless, it still serves the students and townspeople of Vilnius, and its collections of flowering plants are often used to decorate and grace the university halls during celebrations.
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Fróes da Fonseca, Maria Rachel. "La Ciencia Recreativa and the popularisation of science in Mexico in the 19th century." Journal of Science Communication 16, no. 03 (2017): A07. http://dx.doi.org/10.22323/2.16030207.
Full textAbstract:
In the last decades of the 19th century education played a major role in Mexican society, when efforts were being made to restructure it based on the objective teaching of sciences, which was regarded as the driving force behind the change needed in various sectors such as industry and public health. In this context, the so-called science disseminators aimed to communicate their knowledge to the general public, mainly to the working classes and the children. Journalism grew and reached a wide range of themes and audiences. They believed in the idea of a science for all and that sciences were an instrument to know the new nations and educate the population. It is worth mentioning La ciencia recreativa, a publication dedicated to children and working classes. Between 1871 and 1879 it was edited by the topographical engineer and surveyor José Joaquín Arriaga (1831–1896), who aimed to generalise the scientific knowledge of cosmography, mineralogy, meteorology, physics, botany, zoology, descriptive geography and industrial agriculture.