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1

Tempa, Tshering. "Teaching wildlife biology in Bhutan development of wildlife biology curriculum and teaching modules /." CONNECT TO THIS TITLE ONLINE, 2008. http://etd.lib.umt.edu/theses/available/etd-10212008-220358/.

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2

Tajzai, Vagma. "Preschool teachers' perceptions of biology teaching : Biology teaching in an outdoor environment from the child's perspective." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85829.

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Abstract This study is about preschool teachers' perceptions of biology teaching in preschool. The study examines three questions based on the purpose of the study that focus on preschool teachers 'perceptions of biology teaching in preschool, the child's perspective as a starting point in biology teaching and preschool teachers' reasoning about the importance of the outdoor environment as a learning environment for biology teaching. The study is based on previous research results that highlight preschool teachers' lack of subject knowledge and uncertainty in science teaching at preschool. In addition, both the preschool curriculum and research studies emphasize the child's perspective in teaching. Learning environment in the form of both indoor and outdoor environment in accordance with previous research studies is a contributing factor in children's learning and development. In this study, the learning environment is highlighted as an outdoor environment in the form of the forest, nature walks and the preschool yard. The study results are based on empirical data collected based on semi-structured interviews with six preschool teachers in two different municipalities in western Sweden. Interviews are then analyzed based on a phenomenographic methodological approach. The results show that preschool teachers' perceptions of the subject of biology and its teaching in preschool are mostly linked to nature, animals, plants, and the human body. The results also show in different ways where the preschool teachers take care of children's questions and perspectives and set it as a starting point in the planning of biology teaching. This is done by planning the teaching with the children where the children get a chance to talk about what they want to learn and do in preschool. Finally, the preschool teachers explained that the learning and teaching environment as an outdoor environment in the form of the forest, walks and the preschool yard has an important role in children's learning in biology.
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Francis, Black Alison. "Understanding the teaching of biology at A level." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:7a7828b8-bbdb-4246-aa5d-7836e314460d.

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This research focuses on uncovering, from the perspectives of practitioners themselves, the practical knowledge and understanding that shapes three teachers' successful teaching of biology at A level. Adopting a case study approach, it investigates the ways in which these biology teachers characterise their successful teaching of the subject at A level. It also explores the subject matter knowledge and understanding that shapes and accounts for these characterisations without making assumptions about the nature of this knowledge. Data are collected through the non-participant observation of a connected series of the teachers' A level biology lessons as well as informant-style interviewing following the observed lessons. The findings suggest that the main aim of the teachers' successful teaching of biology at A level is to ensure their students achieve examination success. In light of this, their teaching can be characterised in terms of three central features. First, they believe that to achieve this aim their students only need to know the substantive dimension of biological knowledge - they do not consider knowing the syntactic dimension to be a prerequisite to examination success. Second, they believe that their students need to conceptualise this substantive biological knowledge in several patterned ways. Third, they believe that the best way to encourage their students to develop and retain these specific conceptualisations is by adopting carefully controlled and highly structured teacher-centred pedagogical strategies. The teachers' characterisations appear to be shaped and accounted for by specific conceptions of biology which provide an overall structure to substantive biological knowledge - a structure that is determined by various guiding principles. This research provides a first attempt to map out the practical knowledge and understanding that shapes the successful teaching of biology at A level from the perspectives of teachers themselves. The ways in which these teachers characterise their teaching differ significantly from the ways in which such teaching is described in most of the extant literature in science education on teaching and learning. This study suggests that the teachers, far from lacking in knowledge, skills and understanding, are highly skilled practitioners who respond to the local and national contexts in which they work and, taking account of these, shape their subject matter teaching accordingly such that their main aim - student examination success - is achievable. This study highlights the discrepancy between academic writing in science education on practice and practice itself. The thesis ends with a consideration of the implications of the study for the research agenda in science education, the school science curriculum and the curriculum for teacher education in both preparing and supporting the professional development of science teachers.
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4

Liu, Yang. "Teaching and learning secondary school biology with diagrams." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/767.

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This thesis comprises a series of inter-related studies that examined: (1) diagrams presented in commonly used biology textbooks in Western Australian schools; (2) teachers’ use of diagrams as part of their normal teaching routines; (3) students’ perceptions of how they learn about diagrams in their lessons; and (4) students’ use of text and diagrams in explaining two phenomena in biology that had not been presented in class.Phase one of the research reports the results of an analysis diagrams presented in biology textbooks used by Western Australian students to examine their distribution pattern. Three types of diagrams (iconic, schematic, and charts & graphs) were investigated in science education based on the work of Novick (2006). Therefore, content analysis in this research entailed a systematic reading and categorizing of these diagrams from a number of secondary school textbooks. The textbook types include lower secondary general science textbooks, upper secondary biology textbooks, and biology workbooks. Descriptive statistics were conducted in order to provide first-hand data on exploring how diagrams are used in biology books. Findings of the study suggest that the three types of diagrams are distributed with unique patterns in the secondary biology textbooks.Phase two reports the investigation of biology teachers’ use of diagrams in their classroom teaching. Biology teachers’ teaching was observed in order to determine instructional methods related to diagrammatic teaching and learning in the natural environment. This study described and analysed how teachers of biology use the three different types of diagrams to introduce, explain and evaluate abstract biology concepts.The third phase of the research reports an analysis of how students think about their teachers’ instructional strategies when teaching with diagrams. An instrument was developed from a previously existing instrument to help students reflect upon their use of diagrams during their teachers’ instruction. The questionnaire data indicated that most participant students recognised teachers’ instructional methods in teaching diagrammatic representations as being explanatory tools, in representing biological concepts, and in help assessing their learning. The three dimensions identified by the questionnaire (Instruction with diagram, Assessment with diagrams and Student diagrammatic competence), demonstrated that students’ perceived experienced biology teachers as being more skillful in having diagrams to engage their learning.Phase four investigated students’ conceptual learning of diagrams alongside other modes of representations. The purpose of this phase was to determine how the students interpreted diagrams together with their counterpart – text – when learning three different biology concepts using an interview protocol. In each interview, students were presented with a biological concept with diagrammatic representation (iconic, schematic diagrams, and charts & graphs) together with textual representation (such as written text and chemical equations). The chapter concludes by showing that diagram and text serve different functional roles in students’ conceptual learning when one or both representations are presented. The results showed that diagram and text may constrain, construct or complementary each other so as to help students understand the complex concept.The final chapter draws together and discusses the findings generated in all of the previous studies in which diagrams were used in various aspects of secondary biological education, such as textbooks, classroom instruction, students’ perceptions, and representational learning with text. The limitations of the research are discussed and suggestions made for future research on the instructional usage of diagrams in biological teaching and learning.
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Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.

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A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Parker, Timothy P. "Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4255/.

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More so than any other science in the past several decades, Biology has seen an explosion of new information and monumental discoveries that have had a profound impact on much more than the science itself. Much of this has occurred at the molecular level. Many of these modern concepts, ideas, and technologies, as well as their historical context, can be easily understood and appreciated at the high school level. Moreover, it is argued here that the integration of this is critical for making biology relevant as a modern science. A contemporary high school biology curriculum should adequately reflect this newly acquired knowledge and how it has already has already begun to revolutionize medicine, agriculture, and the study of biology itself. This curriculum provides teachers with a detailed framework for integrating molecular biology into a high school biology curriculum. It is not intended to represent the curriculum for an entire academic year, but should be considered a significant component. In addition to examining key concepts and discoveries, it examines modern molecular techniques, their applications, and their relevance to science and beyond. It also provides several recommended labs and helpful protocols.
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7

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

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006.
Title from first page of PDF file (viewed May 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 340-356).
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8

Santana, Isabel Cristina Higino. "Biology teaching through analogies: possibilities since the training of trainers." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12953.

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nÃo hÃ
O cotidiano dos alunos à permeado por uma infinidade de assuntos que despertam sua atenÃÃo, exigindo, por parte desses sujeitos, compreensÃo, argumentaÃÃo e tomada de atitudes em relaÃÃo Ãs questÃes envolvidas. A partir dessas concepÃÃes, a ideia de conhecimento e o significado de conceitos por parte dos sujeitos em formaÃÃo, estabelecem relaÃÃes diretas entre os conhecimentos cotidianos e cientÃficos. Nesse sentido, a possibilidade de um conhecimento construÃdo por meio do uso de analogias â sendo estas entendidas como instrumentos entre os conceitos a serem compreendidos e aqueles que jà temos incorporados â torna-se possÃvel. No presente trabalho, escolhemos investigar como os docentes formadores do Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI compreendem as analogias enquanto instrumento didÃtico de ensino, e como esses se manifestam acerca das potencialidades e da sua utilizaÃÃo no processo formativo de futuros educadores. Muitos estudos tÃm abordado esse tema direcionando o foco para o Ãmbito das escolas bÃsicas e, principalmente, nas CiÃncias, a Ãrea de fÃsica. O mÃtodo de estudo utilizado inseriu a pesquisa numa abordagem qualitativa, do tipo exploratÃria e descritiva, caracterizada como um Estudo de Caso. A coleta dos dados ocorreu no perÃodo de setembro/2012 a abril/2013 e utilizou como instrumentos a entrevista, a anÃlise documental e o levantamento bibliogrÃfico. O locus da pesquisa foi o Curso de Licenciatura em CiÃncias BiolÃgicas da FACEDI, e os sujeitos, docentes efetivos do referido curso. A anÃlise dos dados encontrados envolveu a leitura dos textos enviados pelos sujeitos e a transcriÃÃo de suas entrevistas. Os resultados mostraram que os docentes investigados consideraram a analogia como um instrumento didÃtico relevante nos processos de ensino e de aprendizagem na Ãrea da Biologia. O desconhecimento do conceito formal do tema foi evidenciado quando fizeram referÃncias Ãs analogias, considerando-as erroneamente como metÃforas e/ou exemplos. O uso instintivo pareceu refletir a incerteza dos investigados acerca dos conteÃdos teÃricos que fundamentam o tema das analogias. Assim, verificou-se entre os sujeitos da pesquisa um interesse nÃo apenas pelo uso das analogias na sala de aula, mas tambÃm pelo seu conhecimento de maneira aprofundada, sob o ponto de vista da academia, considerando questÃes teÃricas e metodolÃgicas, como se constituem seus aspectos conceituais e tipolÃgicos, suas possibilidades de uso e de avaliaÃÃo. Para esses docentes, a inserÃÃo do tema nos meios de ensino para a formaÃÃo de futuros professores à uma das possibilidades de tornar o assunto mais conhecido e significativo entre os futuros educadores. Considerou-se, portanto, nesta pesquisa, que a analogia à vista pelos sujeitos investigados, como um instrumento potencializador do ensino de Biologia, e que isso à utilizado de forma recorrente instintiva. AlÃm disso, suas concepÃÃes a respeito das potencialidades desse instrumento didÃtico estÃo, de fato, voltadas para a aceitaÃÃo do mesmo no processo de ensino e de aprendizagem, embora, equivocadamente, quanto à operacionalizaÃÃo dessas.
The quotidian of students is permeated by a multitude of subjects that arouse their attention by requiring understanding, reasoning and taking action on the issues involved. From these notions, the idea of knowledge and the meaning of concepts by individuals in formation, establish direct relations between everyday and scientific knowledge. In this sense, the possibility of knowledge constructed through the use of analogies - being defined as instruments between the concepts to be understood and those who have already built - becomes possible. In the present work, we chose to investigate how the teachers of the Course of Biological Sciences of FACEDI understand analogies as a didactic teaching tool, and how they express themselves about its potentialities and its use in the forming future educators. Many studies have addressed this issue by directing the focus to the scope of the basic schools, and among the Sciences, mainly in the area of physics. The method of study used a qualitative approach, as an exploratory and descriptive technique, characterized as a Case Study. Data collection occurred from September/2012 to April/2013 and used tools like interviews, document analysis and literature survey. The locus of the research was the College Course of Biological Sciences of FACEDI, and subjects were effective teachers of that course. Data analysis involved the reading of texts sent by the subjects and the transcript of their interviews. The results showed that teachers surveyed considered analogy as an important teaching tool in the teaching and learning processes in the field of Biology. The lack of formal concept of this theme was evidenced when they made references to analogies, mistakenly considering them as metaphors and / or examples. Instinctive use seemed to reflect the uncertainty of the investigated teachers about the theoretical content that underlie the subject of analogies. Among the subjects was found an interest not only for the use of analogies in the classroom, but also on their knowledge in a deeper way, from the point of view of academia, considering theoretical and methodological issues, as they are constituted, their conceptual and typological aspects, their possibilities for use and evaluation. For these teachers the inclusion of this topic in the education tools for the formation of future teachers is one of the ways of making the theme most known and important among future educators. Therefore , it was considered in this research that the analogy is seen by the subjects investigated , as a potentiator of teaching biology instrument, and that it is used recurrently and instinctively . And that their views about the potential of this teaching tool are indeed facing the acceptance of the same in the teaching process and learning , though mistakenly as the operationalization of the same.
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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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10

Jasper, William Gordon. "Detecting biology teachers' images of teaching about science, technology, and society /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ34964.pdf.

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11

Chandi, Shagufta Shafqat. "Systems thinking as a teaching and learning tool for biology education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21940.

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Biological research is moving towards a more holistic approach (systems biology) in an attempt to bring together the vast range of biological data to make more sense of living systems. This makes demands on scientists and teachers to draw together understandings from many areas of biological study and also to be literate in areas other than biology. It is important that the biology curriculum is modified to reflect this change and to ensure that coherent understanding for meaningful learning can arise. This study aims to explore the ways by which systems thinking as an educational tool can enrich existing biology education practice. The specific aim was to develop systems-based educational material and to explore higher education students' reactions to this material and its impact on their learning processes. The literature on systems biology and systems thinking is reviewed in the context of biology education. The work involved identifying areas of difficulty for first year undergraduates and establishing the views of experienced university teachers and researchers in Scotland about systems biology, systems thinking and biology education. This was followed by the development and application of the systems-based educational material in a selected topic in genetics. The material was later refined and used in Pakistan. The impact of the new material was assessed. The study also investigated the views of experienced academics applying and researching about the use of the concept of systems-thinking in biology education in the Netherlands. The study showed that much of biology education is fragmented and that there are considerable difficulties with learning genetics stemming from its presentation as fragmented content. It also showed that there is widely held view that systems thinking should inform and could improve biology education. A framework based on the concept of systems thinking was used to develop systems-based educational material. This material was well received by first year university undergraduates and college students and made an impact on their learning. Further work needs to be carried out on effectiveness in learning biology while further exploration of the use of systems-based educational principles for biology education is recommended. The study contributed significantly in offering a procedure for developing systems-based educational material.
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Madike, Victor N. "Student Perceptions of Biology Teachers' Interpersonal Teaching Behaviors and Student Achievement." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/546.

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Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.
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Blevins, Mary Jean. "College Freshman Biology Two Semester Course: Integrating Deep Processing Teaching Techniques." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3158/.

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Development of a college level freshman biology course was undertaken in response to government reports that American students have fallen behind students of other countries in the area of the sciences. Teaching strategies were investigated to accomplish two objectives, to define essential academic material to include in the course and to investigate teaching techniques that would increase deep processing of the information. An active process that consisted of applying the cognitive information to solving problems or developing answers to questions was defined as critical thinking. Critical thinking was incorporated into the course by the use of case studies.
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Sickel, Aaron J. "Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection." University of Missouri - Columbia, 2013.

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Rooy, Wilhelmina van. "Controversial issues and the teaching of A-level biology : possibilities and problems." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232821.

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Tu, Yaa-Lirng. "A framework for teaching biology using StarLogo TNG : from DNA to evolution." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53182.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
Includes bibliographical references (p. 65-66).
This thesis outlines a 10-unit biology curriculum implemented in StarLogo TNG. The curriculum moves through units on ecology, the DNA-protein relationship, and evolution. By combining the three topics, it aims to highlight the similarities among different scales and the relationships between them. In particular, through the curriculum, students can see how small-scale changes in molecular processes can create large-scale changes in entire populations. In addition, the curriculum encourages students to engage in problembased learning, by which they are trained to approach questions creatively and independently.
by Yaa-Lirng Tu.
M.Eng.
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Ziegler, Brittany. "Examining Portfolio-Based Assessment in an Upper-Level Biology Course." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26497.

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Historically, students have been viewed as empty vessels and passive participants in the learning process but students actually are active forming their own conceptions. One way student learning is impacted is through assessment. Alternative assessment, which contrasts traditional assessment methods, takes into account how students learn by promoting engagement and construction of knowledge. This dissertation explores portfolio-based assessment, a method of alternative assessment, which requires students to compose a purposeful collection of work demonstrating their knowledge in an upper-level biology course. The research objectives include characterizing and contributing to the understanding of portfolio-based assessment in higher education, examining reflection and inquiry portfolio components, determining student knowledge of biological concepts, and investigating student integrative thinking through the transformation of reflections into concept webs. One main finding includes the majority of reflections categorized as naive or novice in quality. There was no difference in quality of reflections among biological topic. There was a relatively equal amount of high and low cognitive level questions. Students' knowledge of biological concepts significantly increased from the beginning to end of the course. Student written reflections were transformed into concept webs to allow for examination of student integrative thinking. Concepts, relationships, and interconnections in concept webs showed variation but declined by the end of the semester. This study is one of the first examining portfolio-based assessment in an upper-level biology course. We do not contend that this method of assessment is the only way to promote student learning but portfolio-based assessment may be a tool that can transform science education but currently the role of portfolio-based assessment in science education remains unclear. Additional research needs to be conducted before we will fully understand and be able characterize this type of assessment.
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Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.

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Turk, Cathy Christine. "Syllabus for Advanced Placement Biology." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.

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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
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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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Smallwood, Susan. "Contemporary Biology Curriculum for Non-majors." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278892/.

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The proposed biology curriculum for non-majors has one main objective, namely to improve scientific literacy among college students. The National Science Education Standards defines scientific literacy as "the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity". The suggested strategies to accomplish this goal are to limit the number of topics covered, introduce relevant scientific terminology, emphasize general biological concepts and themes, and hone critical thinking and problem-solving skills. Activities such as group projects, written and oral assignments, and class discussions are effective tools to assess student ability to communicate scientifically. It is also important for students to make connections between the course subject matter and how it affects real life events.
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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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Joubert, Lydia-Marie. "Enhancing the quality of first-year Biology teaching at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52824.

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Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching.
AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.
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Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.

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This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
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Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.

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The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
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Bråmer, Pontus. "Vetenskapliga tidningsartiklar i klassrummet : En undersökning om lärares användning av tidningsartiklar." Thesis, Karlstad University, Division for Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1678.

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This paper presents why and how teachers use newspaper articles in the classroom when they educate their pupils in chemistry, biology and nature science. All the teachers have worked over 20 years and are, when interviewed, at a Swedish gymnasium in Dalarna. I also have, in a small study, interviewed some of their pupils to get their view about teachers using news paper articles during lessons.

The teacher’s use of newspaper articles in the classroom can be divided in different ways. They can use the articles to illustrate up to date links to everyday life. Some teachers’ uses articles by letting the pupils read the articles and answer questions about them. Or the newspaper articles can function as background material when the pupils do a project work covering a number of lessons. The major part of the teachers thinks that the main reason why they use articles from newspapers is to get up to date information concerning the course that are covered.

The results show that the teachers in Dalarna use their newspaper articles in the same way as shown in international studies. For example they used the newspaper articles to start a lesson or a new topic. Or they used the article to have an example on the subject they teach. But a number of differences can also be observed between this study and other international ones, for example the main reason why the articles are presented to the pupils and how the articles are used over time.

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Frans, Marian Kauna Nyanyukweni. "Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017338.

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This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
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28

Rutledge, Michael L. "Indiana high school biology teachers and evolutionary theory : acceptance and understanding." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027093.

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The purpose of this dissertation was to explore the status of and relationships among the variables of teacher acceptance of evolutionary theory, teacher understanding of evolutionary theory, and teacher understanding of the nature of science among Indiana public high school biology teachers. The relationships between these variables and the emphasis evolution receives in the classroom and teacher academic variables were investigated. Teacher knowledge structure of the concept of evolution was also explored.To answer the questions and hypotheses delineated in the study, a 68-item questionnaire and concept mapping activity was administered to the population of 989 teachers. The response rate was 53%.The teachers exhibited only a moderate level of acceptance and a marginal level of understanding of evolutionary theory. Teacher understanding of the nature of science was moderately high. Evolution played only a minor role in the curriculum. While the teachers had completed considerable course work in biology, the vast majority lacked specific course work in evolution and the nature of science.The data revealed a significant relationship between teacher acceptance and teacher understanding of evolutionary theory and between teacher acceptance of evolutionary theory and teacher understanding of the nature of science. The data also revealed significant associations between teacher allocation of instructional time to evolution and teacher level of acceptance of evolutionary theory, teacher level of understanding of evolutionary theory, teacher level of understanding of the nature of science, and teacher completion of a course in evolution. Additionally, the data revealed significant associations between teacher level of understanding of evolutionary theory and teacher completion of a course in evolution and teacher academic background in biology. Significant associations were revealed between teacher level of acceptance of evolutionary theory and both teacher completion of a course in evolution and teacher completion of a course in the nature of science.A significant amount of the variance in teacher acceptance of evolutionary theory was explained by the other variables delineated. The concept mapping activity revealed that teacher acceptance and understanding of evolutionary theory was reflected in teacher knowledge structure of evolution and that teachers' knowledge structures were characterized by an unsophisticated organizational framework.
Department of Biology
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29

Bu-Gahhoos, K. A. A. "The biology curriculum in Bahrain secondary schools : An evaluation of the third grade." Thesis, University of Bradford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234689.

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Wong, Man-yu. "A comparative study on the effectiveness of virtual field trip and real field trip concerning biology teaching in secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?

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Tam, Kwok-hin, and 談國軒. "Biology students' conceptions of evolution: aphenomenography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961940.

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32

CASCIANO, RÔMULO LOUREIRO. "THE TEACHING PROFESSIONALITY OF BEGINNING TEACHERS: A STUDY OF GRADUATES IN PEDAGOGY AND BIOLOGY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27751@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO
PROGRAMA DE EXCELENCIA ACADEMICA
O presente texto apresenta um estudo com os licenciados em Pedagogia e em Biologia com enfoque nas representações sobre a profissão docente. A análise sobre a formação inicial e a atuação profissional nos primeiros anos de carreira buscou evidenciar o ponto de vista desses professores na construção da identidade profissional. Em tempos de reformas na estrutura e funcionamento dos sistemas de ensino e no papel dos professores, se faz necessário tensionar as motivações, disposições e os valores manifestados por aqueles que se inserem nesse campo. A polissemia de conceituações teóricas e suas interfaces são debatidas a fim de identificar as especificidades da docência como atividade em vias de profissionalização e reconhecer as múltiplas influências que levam alguém a se tornar professor. O material empírico foi produzido por 195 questionários respondidos por egressos dessas licenciaturas, formados no período de 2008 a 2015. As categorias analíticas utilizadas foram professores iniciantes, profissionalidade, profissionalização e trabalho docente. Na opinião desses professores, o excesso de teorizações e a falta de abordagens práticas das funções docentes na formação inicial a tornam insuficiente, o que gera sentimentos de insegurança e o choque de expectativas com o mundo real do trabalho. Há o reconhecimento de cada vez mais exigências para o desempenho dos professores, embora estes não participem das instâncias de regulação e controle da profissão. Somado a isso, a precarização das condições, o desprestígio social e os efeitos da responsabilização pessoal sobre a eficiência no trabalho constituem os desafios para socialização e o desenvolvimento profissional do magistério.
This document presents a study of graduates in Pedagogy and Biology with a focus on representations of the teaching profession. The analysis of the initial training and professional practice in the early years of career sought to highlight the point of view of these teachers in the construction of their professional identity. In times of changes in the structure and functioning of education systems, and the role of teachers, it is necessary to tighten the motivations, dispositions and values expressed by those who are part of this field. The polysemy of theoretical concepts and their interfaces are discussed in order to identify the teaching specificities as an activity in the process of professionalization, and to recognize the numerous influences that lead someone to become a teacher. The empirical material was produced by 195 questionnaires filled by graduates, formed from 2008 to 2015. The analytical categories used were beginning teachers, professionality, professionalization, and teaching work. According to these teachers, excessive theorizing and lack of practical approaches of teaching duties in the initial training makes it insufficient, and generates insecurity and the clash of expectations with the real world of work. There is a recognition of increasing requirements for the performance of teachers, although they do not participate in the instances of profession regulation and control. Added to this, the precarious conditions, lack of social prestige, and the effects of personal accountability on efficiency at work are the challenges for socialization and professional development of teachers.
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33

Hanks, Joseph H. "Alignment Between Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4174.

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The goal of the most recent science education reform movement in the U.S. is science literacy for all Americans. Science literacy among U.S. students remains low, however, as compared with students in other industrialized countries, and is lowest among English Language Learner (ELL) students. Although there are barriers to developing science literacy for all adolescent students, ELL students often experience additional barriers that make developing science literacy even more challenging without support. Because textbooks are often heavily relied upon by secondary science teachers, the opportunity for many ELLs to develop science literacy may depend upon the support for these students included in science textbooks. Many textbook publishers have included textual tools for teaching ELLs in the teacher's editions of science textbooks they claim will help teachers support the learning of ELLs in the ways that are recommended by national standards, which describe appropriate science content, pedagogy, and language supports. These standards, referred to in this study as ELL standards, include the Benchmarks for Science Literacy, the CREDE standards, the WIDA standards, and the TIMSS standards. The purpose of this descriptive qualitative content analysis was to determine how the textual tools for teaching ELLs found in three widely used secondary biology textbooks in the U.S. are aligned with the ELL standards. All textual tools were read, reread, and coded using the ELL standards as a priori coding categories. The results indicate that some of the textual tools in the biology textbooks align with the ELL standards. However, the frequency of alignment between the textual tools and the ELL standards is not high. Further, many of the instances of alignment between the textual tools and the ELL standards are implicit, rather than explicit, indicating that the alignment between them is weak. Finally, many of the textual tools that are aligned with the ELL standards are only aligned with one of the categories within a given standard and ignore other, important, categories. It is recommended that textbook publishers update the textual tools for teaching ELLs in future editions of their textbooks to make them more aligned with the ELL standards. It is further recommended that secondary science teachers be better prepared so they will not have to rely on the textual tools for teaching ELLs in their instruction.
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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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Kriel, Hester Adriana. "Comparison of teaching orientations of an experienced and beginner lecturer in first year Biology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63305.

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First year students at tertiary institutions find themselves in an environment that is both exciting and intimidating. This study explores the dynamics of the classroom where biology students meet an experienced and a beginner lecturer teaching arguably the most difficult topic in the syllabus, photosynthesis. The study investigated the difference in their teaching orientations, which was expected to influence the way in which they plan and present the lessons, the experiences of the students in class, with the emphasis on sections that were explained well and on problems that students may still encounter at the end of the lecture. Interview and classroom observation data were analysed to probe the beliefs, goals and topic specific pedagogical content knowledge of the lecturers in order to generate a qualitative description of the difference in their teaching orientations. The data suggests that the difference in the disciplinary background of the two lecturers influenced their teaching orientations and their time allocation to different sections of the content. It was evident from an inductive analysis of journal entries that first year students respond positively to lecturers that are enthusiastic, well prepared and committed to deliver to the best of their abilities. The study concludes that the poor performance of students in this topic cannot be ascribed to the difference in the teaching orientations of the two lecturers.
Dissertation (MSE)--University of Pretoria, 2017.
National Research Foundation (NRF)
Biochemistry
MSE
Unrestricted
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McCormick, Sophie Jane Aubrey. "An exploration of the biology teacher's model of Ecodisc, an interactive multimedia resource." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362453.

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37

Ozturk, Ebru. "An Assessment Of High School Biology Curriculum Implementation." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/728428/index.pdf.

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This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following: 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques. The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.
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Martins, Maria MÃrcia Melo de Castro. "Pedagogical knowledge and the devlopment of methodologies of biology teaching: The PIBID as construction element." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9126.

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nÃo hÃ
Trata de um estudo sobre as relaÃÃes existentes entre as metodologias para o ensino de Biologia desenvolvidas por egressos do Curso de CiÃncias BiolÃgicas da Universidade Federal do Cearà que participaram do Programa Institucional de Bolsas de IniciaÃÃo à DocÃncia - PIBID nos anos de 2009 a 2011 e a sua formaÃÃo pedagÃgica. O objeto de estudo dessa investigaÃÃo sÃo os saberes pedagÃgicos construÃdos por ex-bolsistas desse Programa a partir das metodologias que desenvolveram e empregaram para o ensino de Biologia em duas escolas pÃblicas do municÃpio de Fortaleza. Tem por objetivos: analisar a relaÃÃo entre o desenvolvimento de metodologias para o ensino de Biologia por ex-bolsistas do PIBID e a construÃÃo de saberes pedagÃgicos para o exercÃcio da docÃncia no Ãmbito desse Programa; conhecer as metodologias e aÃÃes que desenvolveram para o ensino de Biologia, bem como os saberes e conhecimentos que mobilizaram para elaborÃ-las e executÃ-las; identificar as dificuldades que sentiram ao desenvolver essas metodologias na escola e as formas que encontram para superÃ-las; verificar como compreendem as metodologias de ensino em seu processo de formaÃÃo docente e como a experiÃncia vivenciada no Ãmbito desse Programa tem influenciado sua prÃtica pedagÃgica, agora, como profissionais da EducaÃÃo; produzir com os ex-bolsistas um material didÃtico impresso, a partir do apanhado das metodologias que desenvolveram nas escolas no Ãmbito do PIBID, com vistas a divulgar suas aÃÃes no intuito de contribuir para a melhoria do ensino de Biologia. Trata-se de uma pesquisa de abordagem qualitativa, do tipo exploratÃria, tendo como mÃtodo o Estudo de Caso (YIN, 2010). Os sujeitos sÃo sete ex-bolsistas do PIBID/Biologia/UFC, que exerceram/exercem profissionalmente a docÃncia no Ensino BÃsico. A coleta de dados realizou-se atravÃs de entrevista semi-estruturada e anÃlise documental. O tratamento das informaÃÃes se deu por meio de uma aproximaÃÃo da AnÃlise de ConteÃdo de Bardin (1977), a partir de Franco (2003) e Minayo (2011). A base teÃrica desse trabalho consiste nos estudos de Pimenta (2009), Tardif (2002), Carvalho e Gil-PÃrez (2001); Krasilchik (1987; 1996); NÃvoa (1995); Veiga (2004); Lopes (2004); Rays (2004); Franco (2012); Bordenave e Pereira (1999). A anÃlise do conteÃdo das falas dos sujeitos nos permitiu inferir mÃltiplos saberes pedagÃgicos construÃdos a partir da elaboraÃÃo e desenvolvimento de uma grande diversidade de metodologias de ensino de Biologia, destacando-se o saber planejar o ensino, dialogar com os alunos, organizar os conteÃdos acadÃmicos em conteÃdos escolares, situar o ensino de biologia e suas metodologias em contextos mais amplos (sociais, polÃticos, econÃmicos, histÃricos, culturais e Ãticos), tornar os conteÃdos menos abstratos e mais contextualizados, valorizar os conhecimentos prÃvios dos estudantes, saber adequar a linguagem para permitir a apropriaÃÃo dos conteÃdos pelos alunos, refletir sobre a prÃpria prÃtica e buscar transformÃ-la. O PIBID exerce influÃncia sobre a prÃtica docente dos ex-bolsistas, hoje, como professores da EducaÃÃo BÃsica, porÃm muito do que aprenderam referente Ãs metodologias de ensino nÃo podem desenvolver em sua prÃtica pedagÃgica, o que tem sido inviabilizado pelas condiÃÃes objetivas de trabalho do professor, apontando a necessidade de transformaÃÃes destes condicionantes e de valorizaÃÃo deste profissional.
Perform a study on relations between the methodologies for teaching Biology developed by graduates of Biological Sciences Course, Federal University of Cearà who participated in the Institutional Scholarship Program for New Teachers - PIBID the years 2009 to 2011 and their pedagogical training. The study object of this investigation are the pedagogical knowledge built by former scholars of this program from the methodologies developed and employed for the teaching of biology in two public schools in Fortaleza. It aims to analyze the relationship between the development of methodologies for teaching Biology by former scholars PIBID and the construction of pedagogical knowledge to teach in the context of this program; Knowing the methods and actions developed by former scholars for the teaching of biology, as well as the wisdom and knowledge that mobilized to elaborate them and run them; identify the difficulties they experienced in developing these methodologies in school and they find ways to overcome them; see how the former scholars understand the teaching methodologies in the process of teacher education and how the lived experience under this program has influenced their practice, now, as education professionals; Produce with former scholars didactic material printed from the overview of the methodologies developed in schools under the PIBID, in order to publicize their actions and contribute to improving the teaching of biology. This is a qualitative study, the exploratory type, with the case study method (YIN, 2010). The subjects are seven former scholars of PIBID - Biology UFC, who exercised / play professionally teaching in primary education. Data collection was conducted through structured interviews, audio recorded and later transcribed. For the processing of information was done by approximating the content analysis of Bardin (1977), from Franco (2003) e Minayo (2011). The theoretical basis of this work consists of studies Pimenta (2009), Tardif (2002), Carvalho e Gil-PÃrez (2001); Krasilchik (1987; 1996); NÃvoa (1995); Veiga (2004); Lopes (2004); Rays (2004), Franco (2012); Bordenave and Pereira (1999). From the content analysis of the statements of the subjects we were able to infer multiple pedagogical knowledge built from the design and development of a wide range of teaching methodologies Biology highlighting the know plan instruction, talk with students, organize academic content in school contents, place the teaching of biology and its methodologies in broader contexts (social, political, economic, historical, cultural and ethical), making content less abstract and more contextual, value students' prior knowledge, namely tailor the language to allow ownership of content by students reflect on their own practice and seek to transform it. The PIBID influences the teaching practice of former scholars today as teachers of basic education, but much of what they learned regarding teaching methodologies cannot develop their pedagogical practice, this has been made impossible by the objective conditions of work of the teacher, pointing to the need for these changes and constraints of this valuation professional.
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39

Matoti, Sheila Nokuthula. "An investigation into some learning and teaching problems of biology in Transkei senior secondary schools." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001415.

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The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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40

Kos, Agnieszka. "High school teachers' perspectives on effective approaches for teaching biology to students with special needs." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/720.

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The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.
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Gianotto, Dulcinéia Ester Pagani. "Formação inicial de professores de biologia : análise de uma proposta de prática colaborativa com o uso de computadores /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/102002.

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Orientador: Renato Eugênio da Silva Diniz
Banca: Denise de Freitas
Banca: Klaus Schlünzen Junior
Banca: Polonia Altoe Fusinato
Banca: Lizete Maria Orquiza de Carvalho
Resumo: Este estudo analisa um processo de formação inicial de professores, pautado numa metodologia colaborativa para uso do computador como recurso pedagógico, a partir da descrição e interpretação de uma experiência didática, realizada em 2006, na disciplina Prática de Ensino de Ciências e Biologia II, na Universidade Estadual de Maringá (UEM), com um grupo de 16 (dezesseis) Alunos-Professores (AP). A experiência fundamenta-se nas diretrizes teóricas da Aprendizagem Colaborativa (AC) e apóia-se na perspectiva de que uma mudança na prática pedagógica, mediante a adoção de atitudes colaborativas, participação ativa e construção conjunta do conhecimento, associadas ao uso da tecnologia computacional pode provocar uma mudança de comportamento dos AP, influenciando, significativamente, a melhoria do ensino e da aprendizagem em cursos de formação inicial de professores de Biologia. Para tanto, foi adotada a metodologia qualitativa, visto que esta abordagem supõe o contato direto e prolongado do pesquisador com o objeto de estudo, possibilitando-lhe captar e compreender os significados das percepções e experiências dos sujeitos da pesquisa. A coleta de dados, constituída basicamente de textos e falas transcritas de questionários e documentos, deu-se mediante o desenvolvimento de diversas ações pedagógicas. Essas ações proporcionaram aos AP, além da fundamentação teórica necessária, oportunidades de estabelecer um diálogo com a realidade, quando da observação e análise de aulas de Biologia, com o uso das ferramentas computacionais sob a perspectiva colaborativa, numa escola campo de estágio. A análise e discussão dos resultados evidência que ao serem estimulados a emergirem num processo crítico-reflexivo conjunto, sobre o que faziam, como faziam e porque faziam, os AP parecem ter construído, particularmente... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present study analyses the process of pre-service teacher education based on a collaborative methodology for the use of the computer as a pedagogical resource, through the description and interpretation of a didactical experience occurred in 2006 in the II Science and Biology Education Practice subject of Maringa State University (UEM), with a 16 student teachers (AP) group. The experience is based on the theoretical directives of collaborative practice (AC) and leans on the perspective that a conceptual change in the pedagogical practice, through the adoption of collaborative practices, active participation and group knowledge construction, associated with the use of computer technologies may cause a change in the behavior of the student teachers, influencing significantly the quality of teaching e learning in biology teachers pre service education. A qualitative methodology was adopted considering that this approach supposes the direct and prolonged contact of the researcher with his object of study, making possible the caption and comprehension of the perceptions and experiences of the subjects of research. The data collection, constituted basically of texts and transcriptions of questionnaires and documents, was organized through the development of several pedagogical actions. Such actions proportionate to the student teachers, besides the necessary theory explanation, opportunities of establishing a dialogue with the reality when observating and analyzing biology classes with the use of computer sources under a collaborative practice, in a school-based internship program. The analysis and discussion of the results shows up that when the student teachers are stimulated to emerge, all together, in a critical-reflexive pedagogical process about what they were doing, how they were doing... (Complete abstract click electronic access below)
Doutor
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42

Chan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.

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43

Stanley, Cory McKelvey. "An experimental approach to teaching the concept of functional diversity." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0306102-164828/unrestricted/stanleyc041402.pdf.

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44

Menzler, Cathryn Ann. "The teaching and learning of ethical decision-making : the teacher's dilemma /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18955.pdf.

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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.

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46

Paton, R. C. "Some investigations into the use and meaning of system in biological education." Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233889.

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Eijck, Michiel Wilbert van. "Teaching quantitative concepts with ICT in pre-university biology education the case of datalogging the heart /." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2006. http://dare.uva.nl/document/27242.

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Wilkie, Tara V. "Examining the effectiveness of instructive animation : a computer learning environment for teaching learning disabled students biology." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26358.

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A computer animated learning environment, INFECTRON, was developed to teach learning disabled (LD) and non learning disabled (NLD) students a biology lesson, INFECTRON uses two different modalities, auditory (narration) and visual (animation), exposing students to dual information processing codes (verbal, spatial), allowing them the flexibility to use a learning style they prefer. INFECTRON teaches students how the body protects itself from invading germs. Students were presented the animation and oral narration concurrently, successively and compared to a control group. Subjects were 30 LD and 30 NLD in grades 7 and 8 attending a large comprehensive high school in Montreal. Measures included a pretest, posttest, reasoning tasks, and a retention test. Results indicated that students (LD and NLD) in the computer conditions (concurrent and successive) outperformed students (LD and NLD) in the control condition on the pre, post and reasoning tasks. No significant differences were found between students (LD and NLD) in the concurrent group and students (LD and NLD) in the successive group on the post test and reasoning tasks. No group differences were found between the LD and NLD students in the computer conditions. It was confirmed that INFECTRON benefits both LD students and NLD students, allowing LD students to perform at par with NLD students on these biology measures.
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Jayatilleke, Buddhini Gayathri. "An investigation of teaching and learning biology at a distance : with special reference to Sri Lanka." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393203.

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50

Pillay, Paramasivan. "How can cooperative learning be developed to enhance the teaching of biology at secondary school level?" Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003439.

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This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
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