Relevant bibliographies by topics / School of Biological Sciences

Academic literature on the topic 'School of Biological Sciences'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of Biological Sciences"

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Bybee, Rodger W., and Nancy M. Landes. "Science for Life & Living: An Elementary School Science Program from Biological Sciences Curriculum Study." American Biology Teacher 52, no. 2 (February 1, 1990): 92–98. http://dx.doi.org/10.2307/4449042.

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Fhilrizki, Salma Ihsani, Siti Alfi Nurdinilah, Tia Sritiawati, and Ari Widodo. "Comparison of the Nature of Science Between Thematic and Non-Thematic Science Textbooks in Elementary School." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 1 (February 22, 2022): 126. http://dx.doi.org/10.33394/jk.v8i1.4307.

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This study aims to analyze the differences in the nature of science in thematic textbooks and non-thematic science textbooks in elementary schools. The study approach used is qualitative with a descriptive method. The subjects in this study were thematic textbooks and three non-thematic science textbooks in grade VI elementary school. The data collection technique used is a documentation study by analyzing the concept of the nature of science in each of the essential competencies presented in the book, the results of the analysis in the Textbook are analyzed descriptively and presented in percentage form. This study indicates a difference between aspects of the nature of science in thematic and non-thematic science textbooks in grade VI elementary school. Non-Thematic textbooks have a higher percentage of science's nature than the nature of science in thematic textbooks. The product aspect has the highest rate, 97%, and the lowest aspect is the creativity aspect, which is 25%. This study is fundamental to analyze in detail the components of science's nature, which can later be used as a basis by teachers in choosing science textbooks in elementary schools so that learning can be carried out correctly and the nature of science can be taught to students.
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Ferraz, Ferraz, and Diorminda de Lima. "TEACH SCIENCE MAKING SCIENCE: AN EXPERIENCE IN BASIC EDUCATION OF BRAZILIAN SEMIARID." JOURNAL OF SOCIAL SCIENCE RESEARCH 10, no. 3 (September 30, 2016): 2132–40. http://dx.doi.org/10.24297/jssr.v10i3.4915.

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The purpose of this research is to evaluate the methodology of scientific research - Teaching science by making science -in the practical context, with a view to construction of educational paradigms in basic education. This is a case study carried out initially in vacations courses sponsored by the EspaçoCiência with teachers and managers of the municipal school system, and bachelor's degree students in Biological Sciences from the Centro de Ensino Superior do Vale do São Francisco and later with 25 tutors who taught their classes using this methodology in elementary and high school education. The results of this research demonstrate approval of the methodology by 76% of managers, 57% of teachers, and 100% of students in the course of Biological Sciences who participated in the vacation courses. They have tutors who have used this methodology in elementary school and high school approved with percentage corresponding to 100% and 50.70% respectively. Regarding the methodology investigated the following categories were evaluated: student participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well as the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels ofeducation.
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Ibrahim, Mohammad Madani. "Meeting our international members: A scientific pathway: from the Sudan to Scotland." Biochemist 29, no. 1 (February 1, 2007): 38–39. http://dx.doi.org/10.1042/bio02901038.

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My name is Mohammad Madani Ibrahim. I am a Sudanese citizen living in Khartoum, the capital of Sudan. I graduated from the University of Khartoum in 2001 with a BSc (Hons) in zoology. My interest in the biological sciences began early; ever since elementary school, my favourite subject was science. I was particularly interested in biology and chemistry, and was always an active member of the school science society.
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Komarova, O. V. "BIOLOGICAL SCIENCE AND SUBJECT: RELATIONSHIPS PROBLEMS." Educational Dimension 7 (May 26, 2022): 163–70. http://dx.doi.org/10.31812/educdim.5648.

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The article is devoted to problem of reflection a basic science in school subject. Characteristics of biology and school knowledge and cognition are distinguished. The ties between them are established. The question about their dynamic is considered for biological courses in 7-9 forms.
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Semenov, Aleksandr Alekseevich, and Hirofumi Saito. "Formation and development of school biological education in modern Russia." Samara Journal of Science 7, no. 3 (August 15, 2018): 339–43. http://dx.doi.org/10.17816/snv201873309.

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Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.
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Komarova, O. V. "BIOLOGICAL SCIENCE AND SUBJECT: RELATIONSHIPS PROBLEMS." Educational Dimension 5 (June 26, 2003): 156–61. http://dx.doi.org/10.31812/educdim.5157.

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The article is devoted to problem o f reflection a basic science in school subject. Characteristics o f biological science and school knowledge and cognition are distinguished. The ties between them are established. The question about there dynamic is considered fo r biological courses in 7-9 forms.
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MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.
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田川, 訓史. "Marine Biological Laboratory, Graduate School of Integrated Sciences for Life, Hiroshima University." NIPPON SUISAN GAKKAISHI 88, no. 4 (July 15, 2022): 310. http://dx.doi.org/10.2331/suisan.wa2944.

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Humphrey, Holly J., and Halina Brukner. "University of Chicago Division of the Biological Sciences Pritzker School of Medicine." Academic Medicine 85 (September 2010): S189—S194. http://dx.doi.org/10.1097/acm.0b013e3181e8d8a5.

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Dissertations / Theses on the topic "School of Biological Sciences"

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Mehrotra, Shilpee. "An evaluation of the impact of introducing a breakfast club on nutritional status and cognitive function in lower social class primary school children." Thesis, Queen Margaret University, 2005. https://eresearch.qmu.ac.uk/handle/20.500.12289/7363.

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Breakfast has been shown to increase the supply of glucose to the brain which improves short-term memory. On waking hepatic glycogenolysis is the major buffer against short-term (12-18 hrs) fasting. The higher ratio of brain weight to liver weight in the child (1.4 - 1.6 versus 0.73 for the adult) and the 50% greater metabolic rate per unit brain weight in the child, places a greater demand on the child's glycogenic stores during a short fast as compared to the adult. Few school breakfast studies have examined the effect of different breakfasts on cognitive performance. This study investigated the nutritional differences of a habitual breakfast consumed at hom (NBC) and breakfast served at a breakfast club in (BC) school and the effect of these breakfasts on cognitive performance. Subjects were primary school children aged 7-11 years old in Scotland. When baseline cognitive performance scores were compared to scored at data collections 2,3 and 4 there were more significantly pronounced improvements for the NBC group than the BC group (p < 0.001). There were significantly greater numbers of children eating a cooked breakfast in the BC group and significantly higher numbers of children eating a cereal breakfast in the NBC group. As a result breakfasts of the BC group were higher in fat (MUFA and PUFA) (p < 0.01) and lower in percentage energy from carbohydrate than the NBC group. Positive correlations existed between percentage energy from carbohydrate and percentage energy from starch and cognitive test performance (p < 0.01). This suggests that a breakfast higher in % energy from carbohydrate such as a cereal breakfast benefits short-term memory, by supplying the brain with readily available supply of glucose it's primary and preferred fuel. This results of this research provide evidence for the requirement of guidelines to ensure that breakfasts served at school will both assist learning in morning lessons and be in-line with healthy eating recommendations.
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Zohren, Jasmin. "Introgression in Betula species of different ploidy levels and the analysis of the Betula nana genome." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/24564.

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Two of the most rapid drivers of evolution are hybridisation and polyploidisation. Hybridisation allows the rapid introduction of novel genetic material, potentially much faster than mutations, but this process is impeded by reproductive barriers between species. Differencesinploidylevelcanformsuchabarrier. Hybridisationaswellaspolyploidyareknown to occur frequently in the plant kingdom, including the genus Betula, which is investigated in this thesis. Three species of the Betula genus that exist in the United Kingdom are studied here: B. nana (dwarf birch), B. pendula (silver birch), and B. pubescens (downy birch). They differ in ploidy: B. nana and B. pendula are diploid and B. pubescens is a tetraploid. HybridisationandgeneflowbetweenthesethreespecieswasanalysedbyusingaRAD-seq dataset derived from 196 wild individuals. It was found that introgression acts unidirectionally from the diploid into the tetraploid species and that there is a cline of introgression between the north and south of the UK. This result suggests a range shift of the species from different distributions in the past. Gene flow from B. nana to B. pubescens could be a neutral or even maladaptive consequence of their past species distributions. Alternatively, it could be an adaptive process: alleles from B. nana could be helping B. pubescens to adapt to harsher, more northerly populations. To gain a preliminary understanding of the possible effects of introgression, the loci in close linkage to RAD tags introgressed from B. nana into B. pubescens were investigated and their putative function inferred by comparing their homologs in related species. To enhance the analyses, a draft whole genome sequence assembly of a B. nana individual was improved with long read data generated by PacBio sequencing, as well as the addition of RNA-seq data. This produced a more contiguous and complete reference sequence, enabling a closer look at more genes in linkage to the RAD tags.
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Jennings, Arthur John. "Practical work in school secondary science and the curriculum influence of its assessment, with particular reference to biological science." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020245/.

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Practical work in secondary school science has long held a prominent position. With particular reference to biology this thesis, which is essentially a reflective study, examines the way practical science has developed over the last fifty years. Major curriculum revisions are considered in the light of both changing educational insights and societal expectations during this half century which has seen remarkable changes affecting all aspects of life. The primary focus, however, concerns the influence of practical assessment on the teaching of biology. In a chronological sequence the transition of biology is traced from its position as a minority curriculum subject with a predominantly descriptive approach suitable for its morphological and taxonomic emphasis to its place within balanced science for all pupils of compulsory school age. The struggle of biology to emerge as a rigorous school science and the adaptation of biology curricula to accommodate a biosocial synthesis fitting to a society that has become increasingly environmentally aware forms an important strand through the account. Always, though, the effect of examinations and what is examinable has affected teaching priorities and teaching approaches. Therefore this thesis looks at pivotal curriculum and examination changes and seeks to evaluate the match of examinations to curriculum goals. The conclusion is made that practical examinations have frequently served curriculum aims, especially at times of syllabus revision but during periods of relative curriculum and examination stability practical assessment has sometimes exerted a constraining influence. Despite all the changes in science education during the past fifty years practical science has maintained its high profile. Whilst the stated aims of practical work have taken different emphases at different times there is evidence that teachers have persistently lacked clarity about its precise purpose. Despite modem rhetoric about 'doing science' and the national curriculum thrust towards investigations teachers still cling to very general beliefs about the value of practical science even though there is a significant change in disposition towards more investigatory science.
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Lawton, Kirstie. "The impact of a healthy eating intervention : a comparative, longitudinal observation of dietary intake, knowledge and behaviour in council sector nursery school children and their parents in Edinburgh." Thesis, Queen Margaret University, 2016. https://eresearch.qmu.ac.uk/handle/20.500.12289/7376.

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Good nutrition is essential for optimal growth and functional development in children. Research indicates that the preschool years are essential for encouraging children to develop a taste for healthy food. Scotland’s obesity rates are amongst the highest in the world, and in areas of low socio-economic status, obesity and related conditions are considered to be most prevalent. It is also widely reported that areas of deprivation are related to poor dietary intake. In 2004, Edinburgh Community Food Initiative (ECFI) was responsible for initiatives that were based on ECFI’s ‘provide and promote’ philosophy, combining health promotion activities with the provision of fresh fruit and vegetables to schools, child and family centres and community centres in the most disadvantaged communities of Edinburgh. Funding was acquired from the Big Lottery Fund to initiate a citywide health initiative in the nursery school setting called ‘the Pip Project’. The aim of this research was to identify dietary intake at baseline in pre-school children and their parents from council sector nurseries, and to observe changes in dietary intake and behaviour over a period of 20 months, comparing dietary intake of children and their parents from areas of lower socio-economic status who received the Pip project interventions to those from areas of higher socio-economic status, who did not. Dietary intake was recorded using a 5 day diet diary at three time points; prior to nursery school attendance (August 2005), at completion of year one (June 2006), and two months prior to leaving nursery (April 2007). A questionnaire was also completed to determine knowledge and dietary behaviour at baseline (August 2005) and at the end of the research period (April 2007). Baseline intake was compared to the National Diet and Nutrition Surveys for adults and for children aged 1.5 to 4.5 years, the Payne and Belton Edinburgh preschool dietary survey, the Food Standards Agency Low Income Diet and Nutrition Survey, and the standards devised by UK Scientific Advisory Committee for Nutrition (SACN). Results at baseline were comparable to results from other national surveys. Research indicated that all adults were aware of the 5 a day message and 80 % thought that 400 g was ‘just right’ or ‘not enough’. Adults, and particularly those from the lower SES group, had clear knowledge of what constituted one portion of fruit or vegetables and did not report any barriers to healthy eating, however at baseline fruit and vegetable intake was 260 g/d, which was significantly lower (p = < 0.05) than the recommended 400 g/d and intakes were significantly less (p = < 0.05) in the lower SES group (219.5 g/d compared with 297.5 g/d in the higher SES group). Minimal increase was seen in fruit and vegetable intake of adults from the lower SES group, who consumed significantly less (p = < 0.05) than adults from the higher SES group by the end of the 20 month research period; children from the lower SES increased their intake by 1 portion (82 g) per day but still consumed less than the children from the higher SES group by stage 3 (203 g/d compared to 253 g/d). At baseline, the diet was balanced for adults and children in terms of % energy from CHO and fat, but mean intakes of both NME sugar and saturated fat were greater than the recommended maximum intake of 11 % total food energy. Mean intake NME sugar in children was 17.9 %; intakes were greater in the higher SES group (19.5 % compared to 16.6 %). Mean intakes were also significantly greater (p = < 0.05) in the parents from the higher SES group (15.2 % compared to 11 %). Mean intakes of NME sugar in parents decreased in both groups over the 18-month duration of the study but mean intakes in children remained high throughout the research period. Saturated fat intakes increased in adults from both SES groups, but were higher in the lower SES group at all stages. There was no change in mean saturated fat intake over time in children from the higher SES group, but mean intake decreased in children from the lower SES group (from 16.2 % to 14.1 %). Mean intake of NSP increased in both parents and children, but remained below the recommended 18 g/d throughout the study. With the exception of iron, mean intakes of all micronutrients for parents were greater than the RNI in both groups. Iron intake was lower than the RNI (14.8 mg/d) at all stages. At baseline intakes were lowest in the lower SES group (9.3 mg/d compared to 11.4 mg/d); 11 participants consumed less than the LRNI (8 mg/d), eight of whom from the lower SES group (73 % of participants). Mean intakes increased in the lower SES group by 3.7 mg/d over the duration of the study but neither group reached the RNI at any stage. At baseline, children met the RNI for all micronutrients, and there were no significant differences between groups. Overall the diet of children, particularly from the lower SES group, improved over the duration of the study, although salt and NME sugar intake did not decrease over time. Further research is required to investigate the best methods to improve diet in families with young children, with particular emphasis on reducing % energy from NME sugar and saturated fat, reducing salt intake and increasing fruit, vegetable and NSP intake.
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Ståhle, Gunnarsson Katarina. "Skolgården - inflytande och pedagogiska perspektiv The school yard - influence and pedagogical perspectives." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35761.

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AbstractGunnarsson, Katarina Ståhle (2011). Skolgården – inflytande och pedagogiska perspektiv. Malmö: Lärarutbildningen, Malmö högskola.Syftet med denna studie är att undersöka och jämföra några elevers, lärares och politikers tankar och planer. Är de lika eller skiljer de sig åt vad gäller vistelsen på skolgården? Jag har genom kvalitativa intervjuer av elever, lärare och några av de som planerar skolgården samt observationer samlat in mitt empiriska material, detta har genomförts på en skola i södra Sverige. Min utgångspunkt har varit tidigare forskning och studier kring den fysiska utomhusmiljön på en skola. De teoretiker jag utgått från är Dewey och Vygotskij samt bland annat de Jong och Nordin-Hultman som tidigare forskare.Resultatet visar att eleverna beskriver och resonerar kring sin skolgård och användandet av den på ungefär samma sätt, oberoende av vilken grupp de tillhör eller hur gamla de är. Vad gäller lärarna så skiljer sig deras sätt att se på och använda sig av skolgården som pedagogisk miljö, även om vissa likheter förekommer. Av undersökningen framgår det tydligt att eleverna inte är delaktiga i skolgårdens utformning i någon större utsträckning. De blir tillfrågade endast via elev- och miljöråd om hur de vill att den kommande skolgården ska se ut, men elevernas svar synliggörs inte så i realiteten har eleverna inte något att säga till om vad gäller skolgården.Nyckelord: fysisk utemiljö, inflytande, pedagogisk miljö, skola, skolgård
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Bui, Ann. "Beach burial of cetaceans implications for conservation, and public health and safety : a thesis submitted through the Earth & Ocean Sciences Research Institute, and School of Applied Sciences, Auckland University of Technology in partial fulfillment [sic] of the degree of Master of Applied Science, March 2009." Click here to access this resource online, 2009. http://hdl.handle.net/10292/669.

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Every year hundreds of cetaceans strand on New Zealand beaches. Options for dealing with disposal of their carcasses are few, creating significant problems for the Department of Conservation (DOC). More often than not their carcasses are buried in beaches at or just above high water mark, near where the animals have stranded. The primary objective of this thesis is to determine the effects of cetacean burial on beach sediments, and evaluate potential health and safety risks associated with this practice. A secondary objective of this thesis is to appraise the appropriateness of one location DOC has repeatedly transported cetacean carcasses to and buried within beach sediments, Motutapu Island in Waitemata Harbour. The chemical effects of cetacean burial over a six-month period are reported for two sites at which animals were buried in 2008, Muriwai and Pakiri beaches; the biological effects of this burial are reported for one of these sites, Muriwai Beach, 12 months post burial. Intertidal faunal and floral inventories are provided for six sites around Motutapu Island, and these then compared and contrasted with inventories compiled from an additional 290 intertidal sites between Whangarei Heads and Tauranga Harbour, North Island East Coast, to appraise the relative uniqueness of intertidal species diversity around Motutapu Island. At both Muriwai and Pakiri beaches, nitrogen and phosphate concentrations in surface sands changed considerably following cetacean burial, although over six months the effect was localized and elevated concentrations of these two chemicals that could be attributed to a buried carcass did not extend more than 40 m from the site of whale burial. Deep-core profiles revealed nitrogen and phosphate concentrations at and in the immediate vicinity of cetacean burial approximately six months after burial to be markedly elevated to the level of the water table, but elevated concentrations attributable to the buried carcass were not observed greater than 25 m from the site of burial. Elevated concentrations of nitrogen and phosphates in beaches persist in surface sediments for at least six months post burial. Twelve months post cetacean burial no significant difference in species richness or abundance were apparent in intertidal communities extending along transects proximal to and some distance from the Muriwai Beach carcass; there is no evidence for any significant short-term (to 12 months) biological effects of cetacean burial in beaches. Of those shores on Motutapu Island accessible by earth-moving equipment and large vessels capable of dealing with and transporting large cetacean carcasses, Station Bay appeared to be the most appropriate site for whale burial. However its small size and relatively high biological value (fairly high species richness for comparable shores between Whangarei Heads and Tauranga) renders it an inappropriate long-term option for whale burial. Other shores on Motutapu Island host some of the highest species richness of all shores surveyed between Whangarei Heads and Tauranga Harbour, rendering them entirely inappropriate locations for burying cetaceans, over and above other variables that may influence disposal location identification (such as archaeological sites, dwellings and accessibility). Motutapu Island is not considered an appropriate location for cetacean burial within beaches. Alternative disposal strategies need to be explored for dealing with cetaceans that strand on Auckland east coast beaches. Although burial is the most convenient and most economical strategy to dispose of cetacean carcass, especially in mass stranding events or when cetaceans are of large size, and the biological effects of this practice are not considered significant (for the one whale that could be studied), persistent enrichment of beach sediments with organic matter could result in prolonged persistence of pathogens in beaches, causing unforeseen risks to human health and safety. Recommendations are made to minimize possible threats to public following burial of cetaceans in beaches, until the potential health risks of burial are more fully understood.
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Wedel, Elsa. "Ecosystem Services as a Pedagogical Perspective for Teaching the Importance of Biodiversity to High School Students." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148588.

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Reducing the rate at which biodiversity is presently being lost is one of the challenges for the coming years. Through diverse activities, humankind is currently responsible for the extinction of species worldwide, which has consequences for whole ecosystems. The preservation of biodiversity is not only important for its intrinsic values, but also for its role in maintaining the functioning of ecosystems that provide humans with services that are important for our well-being and safety. As it is a concern for all of humanity there is a demand for education that can develop in students an understanding of the complexity which lies behind the ecosystem services of which they benefit. Including how the disturbance of this complexity will lead to consequences for the whole human world. Current attempts to educate the public has failed to conjure motivation and interest. However, ecological network research create opportunity for understanding the underlying relationships between species, and the use of ecosystem services as a pedagogical perspective offers the possibility to demonstrate the importance of these relationships for ecosystem functioning. In this literature review it is examined how this could benefit environmental education in high school.
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Kumlin, Terese. "Social science students’ perceptions of motivational methods and approaches in science class." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36394.

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How to motivate students effectively is a question teachers have asked for thousands ofyears. In my teaching program at Malmö University, a variety of teaching methods andapproaches, that also increase motivation, have come into focus. These include:teaching at the right level, using a variety of teaching methods, seeing every student,being enthusiastic about the material, using formative evaluation, connecting lessons tostudents’ everyday life, and adapting classes to students’ interests. The aim of this studyis to find out how secondary students in a social science program perceive teachingmethods and approaches aimed at increasing motivation, and determine which methodsthey perceive as most/least effective. The study used both qualitative and quantitativemethods. 23 upper-secondary students from a class at a school in southern Swedenwere interviewed in four focus groups, where participants were purposefully sampled.10 of these students were also asked to complete a questionnaire ranking the teachingmethods and approaches on a scale of 1-7 (where 1 was most effective at increasingmotivation and 7 least effective), and the mean values of these scores were used in theanalysis. A phenomenological approach and content analysis were used to code andanalyze the data. Students perceived all of the motivational methods to be effective, themost effective being teaching lessons at the right level, followed by using a variety ofteaching methods, with mean values of 1.9 and 3.2, respectively. Adapting lessons tostudents’ interests and connecting them to everyday life were the least effective, withmean values of 5.6 and 5.7, respectively. The categories of teachers having a positiveattitude towards the material and the students, and seeing every student, had the samemean value, 3.8, while formative evaluation had a mean value of 3.9. When trying tomotivate students, it would thus appear more effective to make sure that lessons aretaught at the right level and that teachers vary the lessons, than to adapt lessons tostudents’ interests or connect the material to everyday life. While this was a small studyand the findings cannot be generalized to school populations, they are of high interestfor the researcher.
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Higgins, Ruben, and Adegran Olof Thalberg. "Miljöundervisningen i F-3 – svårt men fullt möjligt. Environmental education in primary school – difficult but fully possible." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31536.

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Syftet med detta examensarbete är att undersöka yrkesverksamma lärares upplevelser av möjligheter och utmaningar i sin miljö- och hållbarhetsundervisning. Detta då vi genom egna erfarenheter genom reaktioner från vänner och bekanta eller i samtal med lärare under vår vfu uppfattat No-ämnen, där även miljö- och hållbarhetsundervisningen ingår, som för komplext och abstrakt för att kunna läras ut i åldrarna F-3. I vårt arbete har vi studerat lärare i årkurs F-3 för att undersöka vilka utmaningar och möjligheter som upplevdes i miljö- och hållbarhetsundervisning. Vi har även analyserat traditioner i miljöundervisningen för att diskutera hur komplexiteten i hållbarhetsfrågor kommer fram. För att kunna genomföra vår undersökning använde vi oss av semistrukturerade intervjuer som efter transkribering användes i en innehållsanalys. I resultatet fann vi att lärarnas förmåga att använda närmiljön fungerade som en möjlighet att praktiskt förankra undervisningen samt lägga den på en passande nivå för eleverna. Under utmaningar var det bristen på tid som tydligast framkom.Normerande miljöundervisning med inslag av en faktabaserad tradition, är det perspektiv som dominerar i lärarnas berättelser. Den mer komplexa pluralistiska traditionen var däremot inte så tydlig.
The purpose of this study is to investigate the teachers' perceptions of opportunities and challenges in the environmental and sustainability education. This because through our own experiences and reactions from friends, acquaintances but also conversations with teachers during our internship, we have perceived the subject of science to be conceived as too complex and abstract to be taught in primary school. In our study, we have interviewed teachers in grades K-3 to examine the challenges and opportunities experienced in environmental and sustainability education. We have also analyzed the traditions of environmental education to discuss how the complexity of sustainability issues is portrayed. To carry out our study we used semi-structured interviews and after transcribing them they were used in a content analysis. In the result, we found that teachers' ability to use the local environment served as an opportunity to anchor the practical teaching and put it on a suitable level for the students. The lack of time was the most prominent challenge reported by the teachers. Normative environmental education with elements of a factual tradition, is the perspective that dominates the teachers' stories. The more complex pluralistic tradition, however, was not so clear.
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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
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Books on the topic "School of Biological Sciences"

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S, Ryland J., and Tyler Paul A, eds. Reproduction, genetics and distribution of marine organisms: 23rd European Marine Biology Symposium, School of Biological Sciences, University of Wales, Swansea. Fredensborg, Denmark: Olsen & Olsen, 1989.

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author, Dresden Judith, Denk James author, Moreno Nancy author, and Baylor Coll. of Medicine, Houston, TX, eds. My World Indoors: My Health My World. [Place of publication not identified]: Distributed by ERIC Clearinghouse, 2000.

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Carlo, Musio, Taddei-Ferretti C, and Istituto italiano per gli studi filosofici., eds. From structure to information in sensory systems: Proceedings of the International School of Biophysics, Casamicciola, Napoli, Italy, 14-19 October 1996. Singapore: World Scientific, 1998.

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International, Conference on Bryozoa (9th 1992 School of Biological Sciences University of Wales Swansea). Biology and palaeobiology of Bryozoans: Proceedings of the 9th International Bryozoology Conference, School of Biological Sciences, University of Wales, Swansea, 1992. Fredensborg, Denmark: Olsen & Olsen, 1994.

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Dear, S. J. Western Australia wind atlas: Results of research carried out as MERIWA Project No E116 in the School of Biological and Environmental Sciences, Murdoch University. East Perth, WA: Distributed by MERIWA, 1990.

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Preparing for the BMAT: The official guide to the biomedical admissions test. Oxford: Heinemann Educational, 2005.

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University of Cambridge. Local Examinations Syndicate. Biological sciences. Cambridge: University of Cambridge, 1997.

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Royal Society (Great Britain). Proceedings: Biological sciences. London: Royal Society of London, 1990.

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National Research Council of Canada. Division of Biological Sciences. S.l: s.n, 1985.

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Buican, D., and D. Thieffry, eds. Biological and Medical Sciences. Turnhout: Brepols Publishers, 2002. http://dx.doi.org/10.1484/m.dda-eb.5.112469.

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Book chapters on the topic "School of Biological Sciences"

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Shamin, Alexei N. "From "Technical Biochemistry" to "Biotechnology" (Belozersky's School and the Development of Biology in Russia in the 1930s-1950s)." In Biological and Medical Sciences, 279–85. Turnhout: Brepols Publishers, 2002. http://dx.doi.org/10.1484/m.dda-eb.4.00687.

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Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

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AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.
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Miller, Seumas. "Biological Sciences." In Dual Use Science and Technology, Ethics and Weapons of Mass Destruction, 105–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92606-3_8.

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Birke, Lynda. "Biological sciences." In A Companion to Feminist Philosophy, 194–203. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164498.ch19.

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Clayton, Philip. "The Biological Sciences." In Religion and Science, 88–107. 2 [edition]. | New York : Routledge, 2018. | Series: The basics: Routledge, 2018. http://dx.doi.org/10.4324/9781315121277-5.

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Richardson, Angelique. "The Biological Sciences." In A Companion to Modernist Literature and Culture, 50–65. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996331.ch6.

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Meyerson, Émile. "Biological Phenomena." In Explanation in the Sciences, 177–205. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3414-9_7.

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Dierberg, Jill, and Lynn Schofield Clark. "Frankfurt School." In Encyclopedia of Sciences and Religions, 874. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_201171.

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Giering, Sarah L. C., and Matthew P. Humphreys. "Biological Pump." In Encyclopedia of Earth Sciences Series, 1–6. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-39193-9_154-1.

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Giering, Sarah L. C., and Matthew P. Humphreys. "Biological Pump." In Encyclopedia of Earth Sciences Series, 111–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-39312-4_154.

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Conference papers on the topic "School of Biological Sciences"

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"Knowledge and attitudes regarding HIV/AIDS in Zabol high school students 2014." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.165.

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"SOCIAL COMPETENCE, A PREDICTOR OF ACADEMIC ACHIEVEMENT; A COMPARATIVE STUDY OF PRE-CLINICAL STUDENTS IN STATE OWNED AND PRIVATE MEDICAL SCHOOLS." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.720.

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Objective: To investigate differences on Social Competence and Academic Achievement between medical students from state owned and private medical institutes. To examine social competence as a predictor of academic achievement.Materials & Methods: A sample of 400 pre-clinical medical students (n= 200 males and n=200 females) with age range 17-20 years participated in the study. The data was collected from the medical schools of Islamabad & Rawalpindi. The study variables were measured via demographic data sheet, Student grades, and Youth Social Competence Scale. The results were analyzed through descriptive, t-test and regression analysis in SPSS 21.Results: In a sample of 400 medical students from state owned and private medical schools 50% respondents were males and 50% were female students. The respondents represented different years of medical school, 46% from first year, 38.5% from second year and 15.5% from third year. Results through t-test revealed that students from state owned medical schools had higher social competence and academic achievement as compared to students from private medical institutes. Regression analysis indicated that social competence is a significant predictor of academic achievement.Conclusion: Social competence can facilitate performance outcomes in medical students. Therefore, encouraging positive social interactions and skills with the peers and teachers can be an incentive for academic achievement.
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"Inhibiting factors on the quit decision to among consumer hookah in high school girls." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.89.

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"Investigate the prevalence asthma and related symptoms in school-aged children admitted to hospital." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.206.

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Hidayati, Wiwin Sri, Jauhara Dian Nurul Iffah, and Muhammad Farhan Rafi. "Describing soft skills attributes of senior high school teacher in mathematics learning." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099564.

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"Psycho-Behavioral and Socio-Economic Characteristics of Juvenile Delinquency in Wasit Province at 2016 To 2020." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.766.

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BACKGROUND: one of the serious behavioral problems that affect youth health mentally, physically and socially is Juvenile delinquency. The act by a juvenile is considered delinquency if it is considered a crime when committed by an adult, as well as illegal acts because of offenders age.OBJECTIVE: Is to determine the psycho-behavioral and socio-economic profile of juvenile offenders in Wasit Province. STUDY DESIGN: A cross-sectional hospital-based study targeted all delinquents (n=510) who referred by criminal courts to psychiatric unit for personality study using ICD-10 clinical based interview during 2016 to 2020. Data collected from files of offenders by a routine interviewing (with highly secured information). RESULTS: The mean age ±SD of the indicted was 17.9±2.9 years, male youths consist 96%, with a history of low socioeconomic status, 74% of them lived within family size of ≥7 members; 50% rank in 1st. to 3rd. in among all siblings in their families; 17% losses their fathers. Of total sample, one-half of offenders presented with school dropout and 44% engaged in premature labor. Most of youth presented with good mental health, sometimes they appear with consistent personality only 19 (4%) of them presented with speech and movement disorder, and unstable and uncooperative personality. Of 290 delinquents; 108 (37%) were tobacco smoker and 43 (15%) presented with tattoo. Dropout offenders presented with fourfold smoking and tattoo than students with an Odds Ratios of 3.8 (95% CI 2.25-6.4), and 4.0 (95% CI 1.9-8.7) respectively. 5% of youths have a history of previous offence. (38%) of offenders accused with theft or robbery crimes followed by homicide (16%) and physical fighting or scrimmage (12%). CONCLUSIONS: According to the psychiatric interview, the majority of the indicted were not mentally ill. Low socioeconomic status, live in large family, losses fathers, school dropout, and premature work all these factors may contribute to increase the burden of juvenile delinquency in Wasit province. The prevalence of healthy risk behavior in school dropout delinquents more than in students. Theft and robbery, homicide and physical fighting as a crimes were on the top of the list. Educational and health programs that encourage children to enrolled school and increase awareness of negative impact of juvenile delinquency on individual and community should be considered urgently.
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Arifin, Samsul, Nerru Pranuta Murnaka, Elisa Ika Yuliawati, Merry Violyta Fransisca Pesulima, and Margaretha Ohyver. "Higher order thinking skills competencies of junior high school teachers in Bogor Regency." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099570.

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Murnaka, Nerru Pranuta, Rusdarti, Samsul Arifin, Mohd Khairul Bazli Mohd Aziz, and Suwarno. "Teachers’ performance determinants (quantitative approach to the middle school teacher performance in Salatiga)." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099567.

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"Investigation of the social skills effects training on educational self-efficiency 5th grade girl students at the elementary school 1st district of Kerman city." In International Conference on Medicine, Public Health and Biological Sciences. CASRP Publishing Company, Ltd. Uk, 2016. http://dx.doi.org/10.18869/mphbs.2016.29.

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Sutama, Djalal Fuadi, Sabar Narimo, Siti Hadiyati Nur Hafida, Meggy Novitasari, Sofyan Anif, Harun Joko Prayitno, Mazlini Adnan, and Naufal Ishartono. "Collaborative mathematics learning model for the Covid-19 pandemic era: Middle school students’ independent habituation." In 4TH INTERNATIONAL CONFERENCE ON FRONTIERS OF BIOLOGICAL SCIENCES AND ENGINEERING (FBSE 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0099599.

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Reports on the topic "School of Biological Sciences"

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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), March 1997. http://dx.doi.org/10.2172/587719.

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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, July 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high­ performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Caffee, M. W., A. Marchetti, J. McAninch, and J. S. Vogel. Tracer-isotope development in environmental and biological sciences. Office of Scientific and Technical Information (OSTI), February 1999. http://dx.doi.org/10.2172/8052.

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Hardee, Erin, Amy Cameron, Ali Floyd, and Diane Kennedy. University of Dundee, School of Life Sciences: Our Evaluation Story. University of Dundee, February 2020. http://dx.doi.org/10.20933/100001155.

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Комарова, Олена Володимирівна, and Альберт Армаїсович Азарян. Computer Simulation of Biological Processes at the High School. CEUR Workshop Proceedings (CEUR-WS.org), 2018. http://dx.doi.org/10.31812/123456789/2695.

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Abstract. Research goals: the necessity of study in high school of the law of Hardy – Weinberg as one of the fundamental genetic laws was justified. The peculiarities of using the method of model experiment in the study of the genetic and evolutionary processes in populations with the use of computer technology. Object of research: computer simulation of population genetic structure. Subject of research: computer simulation of genetic and evolutionary processes in ideal and real populations. Research methods: pedagogical experiment (survey), analysis of scientific publications on the use of the high school method of modelling genetic and evolutionary processes in populations, computer simulation. Results of the research: a web page for processing by the pupils of the modelling results of genetic and evolutionary processes in populations was created.
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Комарова, Олена Володимирівна, and Альберт Арамаїсович Азарян. Computer Simulation of Biological Processes at the High School. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/2656.

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Research goals: the necessity of study in high school of the law of Hardy – Weinberg as one of the fundamental genetic laws was justified. The peculiarities of using the method of model experiment in the study of the genetic and evolutionary processes in populations with the use of computer technology. Object of research: computer simulation of population genetic structure. Subject of research: computer simulation of genetic and evolutionary processes in ideal and real populations. Research methods: pedagogical experiment (survey), analysis of scientific publications on the use of the high school method of modelling genetic and evolutionary processes in populations, computer simulation. Results of the research: a web page for processing by the pupils of the modelling results of genetic and evolutionary processes in populations was created.
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Hardee, Erin, Amy Cameron, Ali Floyd, Nicola Stanley-Wall, John Post, and Erika Stephenson. University of Dundee, School of Life Sciences, Annual Report 2019: Public Engagement. University of Dundee, 2019. http://dx.doi.org/10.20933/100001134.

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Stanley-Wall, Nicola, Amy Cameron, Erin Hardee, and Morag Martin. University of Dundee, School of Life Sciences: Public Engagement with Research Strategy. University of Dundee, February 2020. http://dx.doi.org/10.20933/100001156.

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Geernaert, Gary, Shaima Nasiri, Jeff Stehr, Ashley Williamson, Sally McFarlane, Rick Petty, Xujing Davis, et al. Biological and Environmental Research, Earth and Environmental Systems Sciences Division (formerly Climate and Environmental Sciences Division) Strategic Plan: 2018–2023. Office of Scientific and Technical Information (OSTI), May 2018. http://dx.doi.org/10.2172/1616535.

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Cameron, Amy R., Ali Floyd, Erin Hardee, and Nicola Stanley-Wall. University of Dundee, School of Life Sciences: Public Engagement with Research Planning Guide. University of Dundee, 2020. http://dx.doi.org/10.20933/100001158.

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