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Journal articles on the topic 'Biology teaching'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Cornwall, Sharon. "Teaching Biology." American Biology Teacher 72, no. 1 (January 1, 2010): 48–49. http://dx.doi.org/10.1525/abt.2010.72.1.12.b.

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2

Loftin, Madelene. "Teaching Biology." American Biology Teacher 72, no. 3 (March 1, 2010): 205. http://dx.doi.org/10.1525/abt.2010.72.3.14.

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3

Weinberg, S. "Biology teaching." Science 240, no. 4853 (May 6, 1988): 706. http://dx.doi.org/10.1126/science.3363352.

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4

Tidon, Rosana, and Richard C. Lewontin. "Teaching evolutionary biology." Genetics and Molecular Biology 27, no. 1 (2004): 124–31. http://dx.doi.org/10.1590/s1415-47572004000100021.

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5

Alves, R., E. Vilaprinyo, and A. Sorribas. "Teaching systems biology." IET Systems Biology 5, no. 2 (March 1, 2011): 131–36. http://dx.doi.org/10.1049/iet-syb.2010.0032.

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6

Braker, Elizabeth, and Thomas A. Scott. "Teaching Conservation Biology." Ecology 75, no. 5 (July 1994): 1517–18. http://dx.doi.org/10.2307/1937477.

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7

Dougherty, Michael J. "Is Teaching Biology Enough?" American Biology Teacher 65, no. 6 (August 1, 2003): 405–6. http://dx.doi.org/10.2307/4451527.

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8

Wivagg, Dan. "Lotteries and Biology Teaching." American Biology Teacher 48, no. 1 (January 1, 1986): 6. http://dx.doi.org/10.2307/4448176.

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9

Wake, Marvalee H. "Help for Teaching Biology." BioScience 57, no. 5 (May 1, 2007): 387. http://dx.doi.org/10.1641/b570501.

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10

Judson, Peter. "Cell Biology Teaching Manipulative." American Biology Teacher 70, no. 5 (May 1, 2008): 306–7. http://dx.doi.org/10.2307/30163279.

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11

Xiaohui, Yang. "Teaching biology in China." Journal of Biological Education 25, no. 2 (June 1991): 141–45. http://dx.doi.org/10.1080/00219266.1991.9655193.

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12

Luzyawati, Lesy. "PROFIL TINGKAT PENGUASAAN KETERAMPILAN DASAR MENGAJAR MAHASISWA CALON GURU BIOLOGI." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 20, no. 1 (February 15, 2015): 88. http://dx.doi.org/10.18269/jpmipa.v20i1.568.

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This study aimed to determine basic teaching skill level of pre service Biology teachers in one of private university in Indramayu in terms of their skills in opening, probing question, stimulating, conducting core activity and closing teaching activity. Subjects were 90 Biology Education Program. This study use ex post facto approach with quantitative descriptive research methods. Data were collected using teacher observation and peer assessment sheet. The instruments used were teaching assessment rubric and questionnaire data. The data obtained were processed and analyzed in the tendency table to determine criterias in describing pre service Biology teachers’ basic teaching skill mastery. Result showed that pre service biology teachers were sufficiently skillful in opening, probing question, conducting core activity, and closing teaching activity whereas in giving learning stimulus they were deemed skillful. Keywords: basic skills teaching, biology teacher candidates, biology learningABSTRAKPenelitian ini bertujuan untuk mengetahui Tingkat Keterampilan Dasar Mengajar Calon Guru Biologi di salah satu universitas swasta di Indramayu dilihat dari segi keterampilan membuka pelajaran, keterampilan bertanya, keterampilan memberikan variasi stimulus pembelajaran, keterampilan melaksana-kan kegiatan inti pembelajaran dan keterampilan menutup pembelajaran. Subjek penelitian ini adalah 90 mahasiswa Prodi Pendidikan Biologi. Penelitian ini menggunakan pendekatan ex post facto dengan metode penelitian deskriptif kuantitatif. Pengumpulan data dengan menggunakan observasi oleh dosen dan teman sejawat (peer assessment). Instrumen yang digunakan ialah rubrik penilaian mengajar serta angket. Data yang diperoleh diolah dan dianalisis ke dalam tabel kecenderungan dengan kriteria yang telah ditentukan untuk menggambarkan Tingkat Penguasaan Keterampilan Dasar Mengajar Mahasiswa calon guru Biologi. Hasil penelitian menunjukkan bahwa keterampilan membuka pelajaran, keterampilan bertanya, keterampilan melaksanakan kegiatan inti pembelajaran, dan keterampilan menutup pembelajaran adalah cukup terampil, sedangkan keterampilan memberikan variasi stimulus pembelajaran dikategori-kan sebagai terampil.Kata kunci: calon guru biologi, keterampilan dasar mengajar, pengajaran biologi
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13

Destiara, Meyninda. "The Practicality of Teaching Material Biology of Islamic-Science based on Augmented Reality." BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 2, no. 2 (October 11, 2020): 117. http://dx.doi.org/10.20527/bino.v2i2.8756.

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The results of the observation of biology learning in MAN 1 Banjarmasin are not familiar with using the teaching materials based on interactive technology. The development of teaching materials based on Augmented Reality Media can be a solution to solve these problems. This study aims to determine the practicality of biology teaching materials based on Islamic-science using Augmented Reality media. The design of this study uses the Borg and Gall models that have been approved to perfection of limited trial evaluation. The results showed that the teaching material developed was very practical to be used in supporting biology lessons in the Arthropods sub material.AbstrakHasil observasi pembelajaran biologi di MAN 1 Banjarmasin belum familiar menggunakan bahan ajar berbasis teknologi interaktif. Pengembangan bahan ajar berbasis media Augmented Reality dapat menjadi salah satu solusi untuk menyelesaikan permasalahan tersebut. Penelitian ini bertujuan untuk mengetahui kepraktisan bahan ajar biologi berbasis islam-sains menggunakan media Augmented Reality. Desain penelitian ini menggunakan model Borg and Gall yang telah dimodifikasi yaitu sampai pada tahap penyempurnaan evaluasi dari uji coba terbatas. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan sangat praktis digunakan dalam menunjang mata pelajaran biologi pada sub materi Arthropoda.
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14

Tzovla, Eirini, and Katerina Kedraka. "Teaching Biology in Primary Education." International Journal of Educational Technology and Learning 8, no. 2 (2020): 91–97. http://dx.doi.org/10.20448/2003.82.91.97.

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15

Stencel, John E. "Paper Analogies Enhance Biology Teaching." American Biology Teacher 59, no. 4 (April 1, 1997): 232–35. http://dx.doi.org/10.2307/4450292.

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16

Hershey, David R. "History & Relevant Biology Teaching." American Biology Teacher 61, no. 5 (May 1, 1999): 326–28. http://dx.doi.org/10.2307/4450691.

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17

Johansen, Carol K., and David E. Harris. "Teaching the Ethics of Biology." American Biology Teacher 62, no. 5 (May 1, 2000): 352–58. http://dx.doi.org/10.2307/4450918.

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18

Jenkins, Ronald L., W. Mike Howell, L. J. Davenport, and Linda F. Wood. "Teaching Field Biology with Photography." American Biology Teacher 65, no. 6 (August 1, 2003): 450–54. http://dx.doi.org/10.2307/4451534.

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19

Sayan, Hamiyet, and Hatice Mertoğlu. "Equipment Use in Biology Teaching." Journal of Educational Issues 6, no. 1 (June 22, 2020): 357. http://dx.doi.org/10.5296/jei.v6i1.17042.

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This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.
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20

Beyer, Barry K., and Ronald E. Charlton. "Teaching Thinking Skills in Biology." American Biology Teacher 48, no. 4 (April 1, 1986): 207–12. http://dx.doi.org/10.2307/4448265.

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21

Johansen, Carol K., and David E. Harris. "Teaching the Ethics of Biology." American Biology Teacher 62, no. 5 (May 2000): 352–58. http://dx.doi.org/10.1662/0002-7685(2000)062[0352:tteob]2.0.co;2.

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22

Sədrəddin qızı Camıyeva, Sədaqət. "STEAM model in teaching biology." SCIENTIFIC WORK 71, no. 10 (October 23, 2021): 45–51. http://dx.doi.org/10.36719/2663-4619/71/45-51.

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The STEAM educational model is based on the idea of teaching students 5 specific fields of Science ( Teshology) , Enerineering ( Energineering), Art (Art), Mathematics ( Marth) in a joint and integrated way. The teaching of biology at school is based on regular demonstrations of experience. However, it is difficuit for students with figurative memory to leam abstract, pictureless processes. My observations today give grounds to say that the teaching of Biology with the help of STEAM will become more difficuit in order to solve these problems and achieve the active use of internet resources in the teaching process. Learning biology through STEAM wil play an important role in education and prepare children for future challenges and opportunities/ It will develop the skills of rapid learning that are needed in educational institutions and today. Key words: biology subject, STEAM, teaching model, education technology
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23

Allen, Deborah, and Kimberly Tanner. "Approaches in Cell Biology Teaching." Cell Biology Education 1, no. 1 (March 2002): 3–5. http://dx.doi.org/10.1187/cbe.02-04-0430.

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24

Gardner, Richard D. "Teaching Biology with Extended Analogies." American Biology Teacher 78, no. 6 (August 1, 2016): 512–14. http://dx.doi.org/10.1525/abt.2016.78.6.512.

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All teachers hope that students learn to apply and analyze, rather than simply memorize or parrot back, the teacher's words. One method of encouraging the development of students’ higher-level thinking skills is to give learners practice in identifying appropriate analogies for biological concepts, and in forming their own. Analogies focus on the larger concepts we are trying to teach, rather than specific biological details or actual biological examples. They are fun to practice in class, and this practice prepares students for similar test questions.
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25

Odom, Arthur Louis, Lloyd H. Barrow, and William L. Romine. "Teaching Osmosis to Biology Students." American Biology Teacher 79, no. 6 (August 1, 2017): 473–79. http://dx.doi.org/10.1525/abt.2017.79.6.473.

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Osmosis is a fundamental concept of great importance to understanding natural biological, physical, and chemical processes. We provide an instructional guide to assist instructors of advanced high school biology and college biology students in defining questions that are central to deriving a highly developed understanding of osmosis. We present teaching activities that focus on advancing multiple hypotheses about the cause of osmosis, presenting a tentative explanation and model of osmosis, and drawing scientifically accepted conclusions about osmotic processes.
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Clarkeburn, Henriikka, Ellen Beaumont, Roger Downie, and Norman Reid. "Teaching biology students transferable skills." Journal of Biological Education 34, no. 3 (June 2000): 133–37. http://dx.doi.org/10.1080/00219266.2000.9655703.

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27

Mikropoulos, Tassos A., Apostolos Katsikis, Eugenia Nikolou, and Panayiotis Tsakalis. "Virtual environments in biology teaching." Journal of Biological Education 37, no. 4 (September 2003): 176–81. http://dx.doi.org/10.1080/00219266.2003.9655879.

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28

Tunnicliffe, Sue Dale, and Catherine Ueckert. "Teaching biology — the great dilemma." Journal of Biological Education 41, no. 2 (March 2007): 51–52. http://dx.doi.org/10.1080/00219266.2007.9656061.

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29

Silcox, A. P. "Teaching biology in Hong Kong." Journal of Biological Education 22, no. 3 (September 1988): 197–200. http://dx.doi.org/10.1080/00219266.1988.9654982.

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30

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

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31

Taylor, Mark F. "Making Biology Teaching More ““Graphic””." American Biology Teacher 72, no. 9 (November 1, 2010): 568–71. http://dx.doi.org/10.1525/abt.2010.72.9.9.

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In an age of enhanced visual technology, the use of visual supplements in the classroom has become increasingly effective in conveying information about complex biological concepts. What is more, many students feel the need to ““see”” concepts depicted in one form or another. Over many years of teaching biology at a university, I discovered the usefulness of incorporating simple, generic graphs into lectures and assignments to show relationships between assorted variables discussed in class. Here, I show how to illustrate a relationship between two variables on a single graph and integrate relationships for multiple related variables on a series of ““stacked”” graphs. I also demonstrate how graphs can help make a distinction between two commonly confused concepts: negative correlation and negative feedback.
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32

LoPresti, V. "Introductory Biology: Top-Down Teaching." Science 325, no. 5946 (September 10, 2009): 1338–39. http://dx.doi.org/10.1126/science.325_1338c.

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33

Bennett, J. "Dental education: Oral biology teaching." British Dental Journal 222, no. 6 (March 2017): 407. http://dx.doi.org/10.1038/sj.bdj.2017.249.

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34

Iancu, Mariana. "Bioethical Education in Teaching Biology." Procedia - Social and Behavioral Sciences 127 (April 2014): 73–77. http://dx.doi.org/10.1016/j.sbspro.2014.03.215.

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35

Burke da Silva, Karen. "Evolution-Centered Teaching of Biology." Annual Review of Genomics and Human Genetics 13, no. 1 (September 22, 2012): 363–80. http://dx.doi.org/10.1146/annurev-genom-090711-163749.

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Bernstein, Rachel. "Education Evolving: Teaching Biology Online." Cell 155, no. 7 (December 2013): 1443–45. http://dx.doi.org/10.1016/j.cell.2013.11.038.

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37

De Macedo, Aubley Priscila Zeri, and Adley Bergson Gonçalves De Abreu. "Programando o ensino de biologia/ Programming the teaching of biology." Brazilian Journal of Development 8, no. 6 (June 1, 2022): 42878–910. http://dx.doi.org/10.34117/bjdv8n6-026.

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38

Irmania, Novi, Rahardjo Rahardjo, and Suyono Suyono. "PENGEMBANGAN BAHAN AJAR BIOLOGI TERINTEGRASI IMTAQ PADA MATERI VERTEBRATA SESUAI KURIKULUM 2013 KELAS X SMA." JPPS (Jurnal Penelitian Pendidikan Sains) 5, no. 2 (January 30, 2017): 983. http://dx.doi.org/10.26740/jpps.v5n2.p983-990.

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The research aims is to develop biology teaching material integrated religious value on vertebrate subject which fulfill feasibility, readability and effectiveness.The design of the research use Fenrich Instructional Development Cycle Model contains six phase; planning, design, development, implementation, analysis, evaluation, and revision. On this development, the assessment was done by 2 biology lecturers, Islamic lecturer, and biology teacher. The objects of the study are 30 students of X SMA Amanatul Ummah Surabaya. The analysis result and discussion show the average score of feasibility counted by the 2 biology lectures, Islamic lecturer, and biology teacher toward the developed-handbook is 93,1% on the contains goodness, 95,8% on language goodness, and 85,1% on serving goodness component. The students give positive response toward the teaching material that has been developed. This teaching material have low degree or difficulty by 11,1%. The average percentage of readability is 95%. Reliability of teaching plan effectiveness is 98,51%.Based on analysis result, the conclusion is biology teaching material integrated religious value on vertebrate subject which fulfill feasibility, readability and effectiveness. Penelitian ini bertujuan untuk mengembangkan bahan ajar biologi terintegrasi imtaq pada materi vertebrata yang memenuhi kelayakan, keterbacaan, dan keterlaksanaan. Penelitian ini menggunakan Model Siklus Pengembangan Instruksional Fenrich yang meliputi enam fase yaitu fase perencanaan, perancangan, pengembangan, implementasi, analisis, evaluasi dan revisi. Pada tahap pengembangan, dilakukan penilaian oleh 2 orang dosen biologi, dosen agama, dan guru biologi. Pengambilan data dilakukan kepada 30 siswa kelas X SMA Amanatul Ummah Surabaya. Hasil analisis dan pembahasan menunjukkan nilai rata-rata hasil telaah dua dosen biologi, dosen agama, dan guru biologi terhadap bahan ajar yang dikembangkan adalah sebesar 93,1% pada kelayakan isi, 95,8% pada kelayakan kebahasaan, dan 85,1% pada komponen kelayakan penyajian. Bahan ajar yang dikembangkan memiliki tingkat kesulitan yang sangat rendah yaitu sebesar 11,1%. Nilai rata-rata persentase tingkat keterbacaan bahan ajar adalah 95%. Reliabilitas instrumen keterlaksanaan RPP adalah 98,51%. Siswa merespon positif terhadap buku ajar yang dikembangkan.Berdasarkan hasil analisis data, dapat disimpulkan bahwa bahan ajar biologi terintegrasi imtaq pada materi vertebrata memenuhi kelayakan, keterbacaan, dan keterlaksanaan.
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Hardiansyah, Hardiansyah, Noorhidayati Noorhidayati, Mahrudin Mahrudin, and Riya Irianti. "Bimbingan Teknis Penulisan Bahan Ajar Biologi Berbasis Potensi Lokal Pada MGMP IPA-Biologi SMP di Hulu Sungai Selatan." Bubungan Tinggi: Jurnal Pengabdian Masyarakat 3, no. 2 (May 31, 2021): 144. http://dx.doi.org/10.20527/btjpm.v3i2.2741.

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Potensi lokal Kabupaten Hulu Sungai Selatan dapat dijadikan sumber belajar, dan sebagai bahan ajar Biologi sehingga pembelajaran kontekstual menjadi lebih bermakna. Keterbatasan bahan ajar berbasis potensi lokal dan pengetahuan guru yang tergabung dalam MGMP IPA-Biologi se Kabupaten Hulu Sungai Selatan dalam membuatan bahan ajar perlu mendapatkan bimbingan. Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberi bekal dan bimbingan kepada guru-guru IPA-Biologi dalam mengembangkan bahan ajar berbasis potensi lokal. Pelaksanaan kegiatan Pengabdian Kepada Masyarakat ini menggunakan metode ceramah, diskusi, workshop dan konsultasi secara daring, yang diikuti oleh sebanyak 38 orang. Hasil kegiatan menunjukkan bahwa para guru sangat antusias mengikuti kegiatan ini, terlihat dari diskusi dan tanya jawab yang berlangsung sangat dinamis. Banyak peserta yang mengemukakan potensi lokal daerah mereka, dan meminta saran tentang bahan ajar apa yang harus dan baik mereka kembangkan. Berdasarkan data akhir terdapat lebih dari setengah total peserta yaitu 22 orang guru dari 38 orang (58%) yang format pengembangan bahan ajar Biologi, dan masih terus bertambah. Hal ini menunjukkan guru IPA-Biologi mempunyai motivasi yang cukup tinggi untuk membuat bahan ajar Biologi berbasis potensi lokal. The local potential of Hulu Sungai Selatan Regency can be used as a learning resource and as biology teaching material so that contextual learning becomes more meaningful. The limitations of teaching materials based on local potential and the knowledge of teachers who are members of the IPA-Biology MGMP in Hulu Sungai Selatan District in making teaching materials need guidance. This community service activity aims to provide provisions and guidance to Science-Biology teachers in developing teaching materials based on local potential. The implementation of this Community Service activity used lectures, discussions, workshops and online consultations, which 38 people attended. The activity results showed that the teachers were very enthusiastic about participating in this activity; it was seen from the dynamic discussion and question and answer process. Many participants raised the local potential of their area and asked for suggestions on what teaching materials they should and should develop well. Based on the final data, more than half of the total participants, namely 22 teachers out of 38 people (58%), have the format for developing Biology teaching materials, and it is still growing. This shows that Science-Biology teachers have high enough motivation to make Biology teaching materials based on local potential.
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Khrypunova, Tetiana. "Molecular Biology and Genetics Teaching at Different Levels of Education." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 5 (November 1, 2020): 293–97. http://dx.doi.org/10.26693/jmbs05.05.293.

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This article is focused on mapping out the form and extent of education of genetics and molecular biology in high schools in Czech Republic and impact of liberalization of education compared to education in Slovac Republic, where education is partly liberalized, and Ukraine, where education is centralized. We have evaluated the available literature, subjective satisfaction of students and retrospective evaluation from absolvents of adequacy of education according to further studies on universities or colleges. In this article we concentrated on gymnasiums and lyceums, because genetics and molecular biology is taught (as separate disciplines) in these types of school and relevant part of students continue studying them in colleges and universities. Among the students of universities who answered the questions of our questionnaire were students of the biological, biochemical and medical faculties, because they were the ones who continue to study these subjects in universities. Material and methods. Our research was based on studying the available literature concerning current legislation of the selected countries (mainly the difference between education systems of countries), as well as surveys among middle and high school students, university students and secondary school teachers in the form of a questionnaire. We are aware of the fact that the amount of data we have obtained in the research is not entirely sufficient to create a picture of the overall situation, but we hope that the obtained data will still provide some insight into the situation as a whole. According to collected data we have divided taught topics into several categories: depending on the extent and depth of immersion in the topic of teaching; the degree to which they are understandable to students; and the degree to which the topics are sufficient for further study at universities. We compared the results of the above countries and outlined the relationship between them. Conclusion. We noted several changes that had occurred in education under the influence of the liberalization
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41

Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (January 1, 2014): 17–21. http://dx.doi.org/10.1525/abt.2014.76.1.5.

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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty.
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42

Kaur, Gurkirat. "Teaching Biology using Concept Attainment Model (CAM in Biology)." Journal of Research: THE BEDE ATHENAEUM 7, no. 1 (2016): 23. http://dx.doi.org/10.5958/0976-1748.2016.00004.7.

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43

Owens, Melinda T., Gloriana Trujillo, Shannon B. Seidel, Colin D. Harrison, Katherine M. Farrar, Hilary P. Benton, J. R. Blair, et al. "Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching." CBE—Life Sciences Education 17, no. 1 (March 2018): ar2. http://dx.doi.org/10.1187/cbe.17-06-0106.

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Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department’s faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department–wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
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Hughes, P. William, and Michelle R. Ellefson. "Inquiry-based training improves teaching effectiveness of biology teaching assistants." PLoS ONE 8, no. 10 (October 11, 2013): e78540. http://dx.doi.org/10.1371/journal.pone.0078540.

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45

Murtini, Iin, Siti Zubaidah, and Dwi Listyorini. "Kebutuhan Bahan Ajar Matakuliah Biologi Sel di Perguruan Tinggi Kota Malang." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 8 (August 30, 2019): 1120. http://dx.doi.org/10.17977/jptpp.v4i8.12685.

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<p class="Abstrak"><strong>Abstract:</strong> The purpose of this research was to find out the teaching materials that needed to be developed in Cell Biology courses at Malang City Universities. The study was conducted on students who have taken Cell Biology courses in four college at the Malang city. The type of research conducted is quantitative descriptive research. The results showed that students were interested in Cell Biology courses and in the Cell Biology course there were several topics which were considered difficult including cell division, cell division control, and cancer, while for the results of the study related to the availability of teaching materials used, data were obtained that in three universities, namely UNISMA, UMM, and IKIP Budi Utomo, the percentage was more than 50% while for UIN the percentage was 48%. Students consider teaching that has not been able to construct understanding of concepts in studying Cell Biology courses so it is necessary to develop research-based module teaching materials.</p><strong>Abstrak:</strong> Tujuan penelitian ini adalah untuk mengetahui bahan ajar yang perlu dikembangkan pada matakuliah Biologi Sel di Perguruan Tinggi Kota Malang. Penelitian dilakukan terhadap mahasiswa yang telah menempuh matakuliah Biologi Sel di empat Perguruan Tinggi kota Malang. Jenis penelitian yang dilakukan adalah penelitian deksriptif kuantitatif. Hasil penelitian menunjukkan bahwa mahasiswa tertarik pada matakuliah Biologi Sel dan pada matakuliah Biologi Sel terdapat beberapa topik yang dianggap sulit antara lain pembelahan sel, pengendalian pembelahan sel, dan kanker. Hasil penelitian terkait ketersediaan bahan ajar yang digunakan diperoleh data bahwa pada tiga perguruan tinggi yaitu UNISMA, UMM, dan IKIP Budi Utomo diperoleh persentase lebih dari 50% sedangkan untuk UIN didapatkan persentase sebesar 48%. Mahasiswa menganggap ajar yang digunakan belum dapat mengonstruk pemahaman konsep dalam mempelajari matakuliah Biologi Sel sehingga perlu adanya pengembangan bahan ajar modul berbasis penelitian.
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Gurbanova, Lala. "Organization of distance teaching of biology." Scientific Bulletin 1, no. 1 (2020): 43–48. http://dx.doi.org/10.54414/boxn9203.

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Creation and access to e-learning resources, including the most necessary and general approaches and structures used in the field of e-learning, recommendations on e-learning, a list and description of distance (e-learning) programs that use the capabilities of information and communication technologies (ICT) in modern education became an urgent problem. One of the important factors in harmonizing the national standards of Azerbaijan with the Bologna Declaration is the use of ICT in the education system as a tool to increase the effectiveness of education.
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Burger, Lance. "Teaching Proportional Reasoning through Familiar Biology." Mathematics Teacher 104, no. 3 (October 2010): 186–91. http://dx.doi.org/10.5951/mt.104.3.0186.

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48

Leonard, William H., and John E. Penick. "Assessment of Standards-Based Biology Teaching." American Biology Teacher 67, no. 2 (February 1, 2005): 73–76. http://dx.doi.org/10.2307/4451790.

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Douglass, Claudia, and Roy Glover. "Plastination: Preservation Technology Enhances Biology Teaching." American Biology Teacher 65, no. 7 (September 2003): 503–10. http://dx.doi.org/10.1662/0002-7685(2003)065[0503:pptebt]2.0.co;2.

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Leonard, William H., and John E. Penick. "ASSESSMENT OF Standards-Based Biology Teaching." American Biology Teacher 67, no. 2 (February 2005): 73–76. http://dx.doi.org/10.1662/0002-7685(2005)067[0073:aosbt]2.0.co;2.

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