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Journal articles on the topic 'School of Biological Sciences'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

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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2

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ekli, Emel, Hediye Deniz Karadon, and Nurettin Sahin. "High school students attitudes and opinions regarding biology course and biological sciences." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1137–40. http://dx.doi.org/10.1016/j.sbspro.2009.01.204.

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12

Sheppard, Keith, and Dennis M. Robbins. "High School Biology Today: What the Committee of Ten Actually Said." CBE—Life Sciences Education 6, no. 3 (September 2007): 198–202. http://dx.doi.org/10.1187/cbe.07-03-0013.

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This essay describes how in the 1890s the Committee of Ten arrived at their recommendations about the organization of the high school biological sciences and seeks to correct the frequently held, but erroneous view that the Committee of Ten was the initiator of the Biology-Chemistry-Physics order of teaching sciences prevalent in high schools today. The essay details the factors underlying the changing views of high school biology from its “natural history” origins, through its “zoology, botany, physiology” disciplinary phase to its eventual integration into a “general biology” course. The simultaneous parallel development of the “Carnegie Unit” for measuring coursework is highlighted as a significant contributor in the evolution of the present day high school biology course. The essay concludes with a discussion of the implications of the grade placement of the sciences for the future development of high school biology.
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13

Schulteis, Michael W. "Education's Missing Link: How Private School Teachers Approach Evolution." American Biology Teacher 72, no. 2 (February 1, 2010): 91–94. http://dx.doi.org/10.1525/abt.2010.72.2.7.

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Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.
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14

Riechert, Susan E., and Brian K. Post. "From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology." American Biology Teacher 72, no. 1 (January 1, 2010): 20–22. http://dx.doi.org/10.1525/abt.2010.72.1.6.

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The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math, sciences, and technology. Program evaluation results indicate that students participating in multidisciplinary team projects of this type exhibit significantly higher levels of motivation and develop greater cognitive skills than students in the traditional, compartmentalized curriculum (Ross & Hogaboam-Gray, 1988; Venville et al., 2000).
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15

Bain, Stevie A., Heleen Plaisier, Felicity Anderson, Nicola Cook, Kathryn Crouch, Thomas R. Meagher, Michael G. Ritchie, Edward W. J. Wallace, and Daniel Barker. "Bringing bioinformatics to schools with the 4273pi project." PLOS Computational Biology 18, no. 1 (January 20, 2022): e1009705. http://dx.doi.org/10.1371/journal.pcbi.1009705.

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Over the last few decades, the nature of life sciences research has changed enormously, generating a need for a workforce with a variety of computational skills such as those required to store, manage, and analyse the large biological datasets produced by next-generation sequencing. Those with such expertise are increasingly in demand for employment in both research and industry. Despite this, bioinformatics education has failed to keep pace with advances in research. At secondary school level, computing is often taught in isolation from other sciences, and its importance in biological research is not fully realised, leaving pupils unprepared for the computational component of Higher Education and, subsequently, research in the life sciences. The 4273pi Bioinformatics at School project (https://4273pi.org) aims to address this issue by designing and delivering curriculum-linked, hands-on bioinformatics workshops for secondary school biology pupils, with an emphasis on equitable access. So far, we have reached over 180 schools across Scotland through visits or teacher events, and our open education resources are used internationally. Here, we describe our project, our aims and motivations, and the practical lessons we have learned from implementing a successful bioinformatics education project over the last 5 years.
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16

Lock, Roger. "Animals in secondary school science." Journal of Biological Education 26, no. 1 (March 1992): 3. http://dx.doi.org/10.1080/00219266.1992.9655233.

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17

Viana, Ricardo Borges, Susigreicy Pires de Morais, Rodrigo Luiz Vancini, Marília Santos Andrade, Gustavo De Conti Teixeira Costa, Beat Knechtle, Pantelis T. Nikolaidis, and Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS." Revista Brasileira de Medicina do Esporte 28, no. 4 (August 2022): 352–57. http://dx.doi.org/10.1590/1517-8692202228042021_0406.

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ABSTRACT The content of high school textbooks related to physical activity and exercise is of utmost importance because physical activity and exercise are considered important tools in maintaining and improving health. Our objective was to analyze the presence and quality of exercise science content in high school biology textbooks approved by the National Textbook Plan. A guiding document was developed to enable the analysis of the textbooks. The topics investigated were: I) the extent of content related to exercise science; II) misconceptions about exercise science; III) health benefits attributed to exercise. The academic qualifications of the textbook authors were also analyzed. All analyzed textbooks (n = 9) featured some degree of exercise science content. In addition, ~67% of textbooks analyzed had at least one misconception regarding exercise science, the most common being related to biochemistry and muscle physiology. Also, 93.8% of the authors had undergraduate degrees in biological sciences; 43.8% had doctoral degrees. In conclusion, all high school biology textbooks presented content related to exercise science; however, most of them presented at least one misconception regarding exercise science. Thus, we suggest that the Brazilian National Textbook Plan should improve the criteria for analyzing biology textbooks. Level of Evidence III; Economic and decision analyses - Development of an economic or decision model.
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18

Conover, Margaret. "Resources for Teaching Elementary School Science.National Science Resources Center, National Academy of Sciences, Smithsonian Institution." Quarterly Review of Biology 73, no. 1 (March 1998): 63–64. http://dx.doi.org/10.1086/420072.

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19

Ярмоліцька, Наталія, and Віталій Туренко. "RESEARCH OF PHILOSOPHICAL PROBLEMS OF BIOLOGY IN THE KYIV WORLDVIEW AND EPISTEMOLOGICAL PHILOSOPHICAL SCHOOL IN THE SECOND HALF OF THE XX CENTURY." Молодий вчений, no. 11 (99) (November 30, 2021): 140–45. http://dx.doi.org/10.32839/2304-5809/2021-11-99-32.

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The article is devoted to the study of the phenomenon of the the Kyiv worldview and epistemological philosophical school within which the research of philosophical problems of biology in the second half of the XX century took place. The history of the Kyiv School of Philosophy of Biology was reconstructed, the directions and problems of scientific research carried out in Soviet Ukraine in the second half of the XX century were analyzed by representatives of the Ukrainian scientific community from the Institute of Philosophy of the USSR Academy of Sciences and Kyiv University. It is established that scientists of the Kyiv School of Philosophy of Biology, on the basis of materialist dialectics, studied evolutionary methods in biology and general methods of natural science, paid attention to the correct understanding of specific features of biological methods of living nature research and correlation with methods of other sciences. in science. This study is aimed at popularizing and disseminating the achievements of the Ukrainian philosophical heritage, their modern scientific vision for further modernization of scientific research and training of specialists in the fields of philosophy, social sciences, humanities and natural sciences.
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20

Souza, Patrícia de, and Geraldo Wellington Rocha Fernandes. "Science Teaching in the Base Nacional Comum Curricular and in the Currículo Referência de Minas Gerais: analysis from the perceptions of in-service and pre-service teachers." Revista de Ensino de Ciências e Matemática 13, no. 6 (December 5, 2022): 1–23. http://dx.doi.org/10.26843/rencima.v13n6a28.

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This work aims to understand how the implementation process of the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais (CRMG) of Natural Sciences (NC) of Elementary School II (ES II) occurred in the schools of the Regional Education Superintendence (RES) of Diamantina (MG) — RES/Diamantina. Science teachers from ES and students of the Degree in Biological Sciences at the Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) participated in the research. Discursive Textual Analysis was the methodology used to analyze four pre-established categories: 1) Scope of the curriculum; 2) Implementation of BNCC and CRMG; 3) Influence of BNCC and CRMG on Science Teaching, and 4) Characterization of the curriculum by the science teachers’ teaching practice courses. The results indicate that the guidelines established by the BNCC and CRMG for the NC of ES II are a traditional curriculum and distant from an educational project aiming at a critical and emancipatory scientific education.
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21

Petersen, Joan, and Patrick Chan. "A College–High School Collaboration to Support Authentic Microbiology Research." American Biology Teacher 82, no. 4 (April 1, 2020): 201–8. http://dx.doi.org/10.1525/abt.2020.82.4.201.

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A partnership between a community college biology professor and a local high school teacher was established to engage high school students in authentic microbiology research. High school students isolated actinomycetes from soil samples and tested them for their ability to produce antimicrobial chemicals. They also designed and carried out their own experiments with these isolates. Laboratory reports, written assignments, and quizzes were used to assess the scientific learning of the subject covered by the research project. The students' attitudes about science and scientific research were assessed using a standardized survey and written reflection questions. In completing this project, the students applied their knowledge of the scientific method and experimental design to address authentic research questions. They also learned several hands-on laboratory skills, including serial dilution, aseptic technique, isolation of pure cultures, Gram staining, microscopy, and antimicrobial testing. Student feedback was overwhelmingly positive – many expressed an increased interest in pursuing a career in science, and most felt that the project helped them gain confidence in their ability to do science. This project illustrates the importance of establishing partnerships between secondary schools and academic institutions to successfully introduce research to younger students.
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22

Novykova, Nina. "Development of school biological education in Ukraine: retrospective and present." Ukrainian Journal of Educational Studies and Information Technology 7, no. 1 (March 20, 2019): 31–42. http://dx.doi.org/10.32919/uesit.2019.01.03.

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The necessity of introducing a new paradigm of educational and pedagogical activity in Ukraine is outlined: the accumulation of a large number of factual data in the natural sciences required new general-scientific logic-methodological approaches, which includes a systematic (system-structural) approach, therefore it is important to study the components (elements) of the system and their interaction. The system vision of wildlife has confirmed the universality, the importance of all levels of organization of the living: molecular genetic, cellular, organism (ontogenetic), populational-species, biogeocoenic-biosphere. The methodology of the study of school biological education in the aspect of orientation of the European direction of educational development, in particular the use of synergetic, systemic-structural and holistic approaches, is considered. The methodology of pedagogy includes principles and methods of cognition in pedagogical theory and practice During the time of Ukraine's independence, the target orientation of education, its didactic support, and new methodological principles have been transformed. in the conduct of research it is necessary to consider in the relationship of philosophical methodology, psychological and pedagogical methodology and specific methodology (methodology of the topic under study). The study of the development of school biological education as a holistic pedagogical system involves its multicomponent (target, content, procedural, gnostic-professional and analytical-productive) with new methodological approaches to its study. The school system of education should ensure the full mastery of the students of the foundations of science, the formation of a scientific picture of the world, an understanding of the need for a careful attitude to nature, man and the values that she created, skills and abilities to act in non-standard situations. The solution of these tasks is aimed at further improving the content of school education, the search for new technologies that would improve the efficiency of the educational process. The essence of levels of scientific knowledge is revealed; the holistic model of school biological education as the basis for its periodization in Ukraine during the XX - the beginning of the XXI century was proposed. The peculiarities of changes on each of the four periods and corresponding stages of the system of school biological education in the socio-economic, scientific-pedagogical and methodical aspects are analyzed. The general tendencies of school biology are revealed.
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Chan, Kit Yu Karen, Sylvia Yang, Max E. Maliska, and Daniel Grünbaum. "An Interdisciplinary Guided Inquiry on Estuarine Transport Using a Computer Model in High School Classrooms." American Biology Teacher 74, no. 1 (January 1, 2012): 26–33. http://dx.doi.org/10.1525/abt.2012.74.1.7.

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The National Science Education Standards have highlighted the importance of active learning and reflection for contemporary scientific methods in K–12 classrooms, including the use of models. Computer modeling and visualization are tools that researchers employ in their scientific inquiry process, and often computer models are used in collaborative projects across disciplines. The goal of this project was to develop and field-test a module that used a computer model to teach marine sciences content in an applied, inquiry-based, and collaborative manner. Students used an estuarine transport model to explore the question of how circulation patterns affect planktonic organisms, demonstrating the interdisciplinary interaction of physics and biology. Our experience suggests that computer models, when used for inquiry, can help foster students' understanding of the nature of science and critical-thinking skills.
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Rodríguez-Calvo, Magaly, and José M. Pereira-Chaves. "UNIÓN INTERUNIVERSITARIA PARA EL FORTALECIMIENTO DE LAS OLIMPIADAS COSTARRICENSES DE CIENCIAS BIOLÓGICAS COMO PROCESO DE FORMACIÓN DE LOS FUTUROS PROFESIONALES EN EL ÁREA DE LAS CIENCIAS Y LA ACTUALIZACIÓN DE LOS CONOCIMIENTOS DE LOS Y LAS DOCENTES DE SEC." Revista Electrónica Calidad en la Educación Superior 6, no. 1 (April 28, 2015): 91–118. http://dx.doi.org/10.22458/caes.v6i1.816.

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Las Olimpiadas Costarricenses de Ciencias Biológicas promueven el estudio activo, participativo y significativo de las ciencias biológicas a nivel de la enseñanza media y preuniversitaria y potencian el nivel cognitivo mediante competencias académicas dirigidas a estudiantes y docentes de secundaria, con el objetivo de mejorarla calidad educativa y fortalecer sus conocimientos y la adquisición de nuevas destrezas y habilidades teórico-prácticas relacionadas con esta ciencia. Es una actividad que genera espacios de participación en todos los centros educativos, tanto públicos como privados, de las veintiún Sedes Regionales del país. Esta competencia se divide en dos categorías: la A, para estudiantes de los nivelesde décimo, undécimo y duodécimo; y la B, para estudiantes de los niveles de octavo, noveno y décimo.La unión interuniversitaria entre la Universidad de Costa Rica, la Universidad Estatal a Distancia y la Universidad Nacional ha logrado consolidar y fortalecer las Olimpiadas Costarricenses de Ciencias Biológicas, proyectándolas como un evento de gran alcance y significado para el desarrollo de las ciencias biológicas en la educación y en la sociedad costarricenses, desarrollando diversas gestiones para estudiantes de secundaria y para docentes de educación media. Esta actividad tiene gran valor en la labor extensiva de las universidades. El establecimientode un equipo de colaboradores y colaboradoras entre las universidades involucradas en esta actividad de extensión, así como deotras instituciones gubernamentales y no gubernamentales relacionadas con la educación, ha fortalecido las Olimpiadas y ha logrado aumentar la participación año a año de estudiantes y docentes de secundaria.Abstract The Biological Sciences Olympics of Costa Rica promote active, participatory and significant study of the biological sciences at the high school and pre-university education level, encouraging the cognitive level through academic competitions for students and teachers, with the aim of improving, both the quality of education and strengthening their knowledge and acquire new and theoretical and practical skills related to this Science. This activity generates opportunities for the participation of all public and private schools, at the 21 regional offices around the country. This competition is divided into two categories, A for students of X, XI and XII level and B for students of VIII, IX, and X level. Unión interuniversitaria para el fortalecimiento de las Olimpiadas Costarricenses de Ciencias Biológicas como proceso de formación de los futuros profesionales en el área de las ciencias y la actualización de los conocimientos de los y las docentes de secundaria sobre biología The coalition between University of Costa Rica, State Distance University and National University, has managed to consolidate and strengthen the Biological Sciences Olympics of Costa Rica, projecting it as an event of great scope and significance for the development of the biological sciences in the education and in the society of the country, developing various approaches for high school students and middle school teachers, being this activity of great value in the extensive work of the universities By setting up a team of collaborators from the involved universities and other governmental and non-governmental institutions related to education in this extension activity, has strengthened the Olympiad per se, and achieved increased participation of the students and middle school teachers.Keywords: Students, teachers, high school, university, teaching-learning, education, training, biology, science.
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Torrens Rojas, Erica, Juan Manuel Rodríguez Caso, and Ana Rosa Barahona Echeverría. "The teaching of biological evolution in Mexican socialist textbooks in the 1930s." Culture & History Digital Journal 10, no. 2 (October 20, 2021): e022. http://dx.doi.org/10.3989/chdj.2021.022.

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This manuscript presents the genesis and development of the so-called “Mexican socialist” school system of the 1930s, whose leading stakeholder was President Lázaro Cárdenas. At the beginning of the socialist project, Mexico underwent the most politicized and controversial education reform in its modern history. Much has been said about this ambitious project of social change. However, a thorough exam is still needed, especially on how socialist values were globalized and appropriated in the Mexican scenario regarding the new State project of basic education. In this sense we are interested in how science was portrayed in Natural Sciences textbooks, especially focusing in biological evolution.
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McDonald, James E., and Rosanna L. Robinson. "Enhancing First Year Undergraduate Student Engagement via the School of Biological Sciences Tutorials Module." Bioscience Education 22, no. 1 (July 2014): 54–69. http://dx.doi.org/10.11120/beej.2014.00025.

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27

Pavel, Michael, James Bruno, Elma L. Gonzalez, and Steve Strand. "Identifying and Addressing Information Deficits for Minority Undergraduate Students in Science." Journal of Educational Technology Systems 24, no. 4 (June 1996): 335–57. http://dx.doi.org/10.2190/4yuk-ydh7-19vf-ark2.

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From participation and retention rate data, there is little doubt that many minority inner-city students are having difficulty in adjusting to the rigorous information demands of high quality post secondary instructional programs in science and mathematics. The worldwide phenomenon of curriculum-time compression, where advanced subject matter is taught in less and less time and moved to lower levels of schooling (elementary, middle, and secondary), is particularly acute in the physical and biological sciences. Minority students from some of our nation's inner-city high school science preparatory programs are, in general, placed in a particularly difficult competitive position of having to quickly acquire this compressed information in order to effectively compete at university level science and engineering programs. Recent research evidence strongly suggests that more proactive instructional intervention procedures are required by colleges and universities if there is to be a significant increase in minority participation and retention in the physical and biological sciences. The purpose of this study is twofold: 1) to examine the extent of “information” disparity and deficits in prerequisite science information (biology) between target minority and other students in an undergraduate science program at a major university, and 2) to illustrate how technology based, formative evaluation procedures might be used to provide more effective instructional support for these students, thus increasing their participation and retention rates in the physical and biological sciences.
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Grether, Gregory F., Rachel Y. Chock, Madeline C. Cowen, Josue S. De La Cruz-Sevilla, Taylor N. Drake, Krista S. Lum, Andrew Ovakimyan, et al. "Teaching Evolutionary Concepts in Elementary School." American Biology Teacher 83, no. 2 (February 1, 2021): 118–19. http://dx.doi.org/10.1525/abt.2021.83.2.118.

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Charles Darwin would be pleased to know that elementary school children in states that have adopted the Next Generation Science Standards (NGSS) are expected to demonstrate their understanding of several core evolutionary concepts, including trait variation and inheritance, fossils and extinct organisms, common ancestry, natural selection, and adaptation. However, he might also wonder how this is accomplished in the demanding 21st-century science curriculum. In files linked to this article, we provide four lesson plans – with engaging examples, natural selection games, and other interactive activities – that were designed to cover the NGSS Disciplinary Core Ideas in evolutionary biology for grades 3–5, in two one-hour lessons. The lesson plans were developed by college students under the guidance of evolutionary biologists and in consultation with elementary school teachers, and then field tested in elementary school classrooms, as described in an accompanying research article.
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Farquhar, Graham. "Ralph Owen Slatyer 1929–2012." Historical Records of Australian Science 31, no. 1 (2020): 54. http://dx.doi.org/10.1071/hr19009.

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Ralph Slatyer (16 April 1929–26 July 2012) had a distinguished career in the Commonwealth Scientific and Industrial Research Organisation and the Australian National University, in plant-water relations and plant succession, leading the development of physiological plant ecology. He was the founding Professor of Environmental Biology at the Research School of Biological Sciences, at the Australian National University and then Director of the Research School of Biological Sciences, 1984–9. He was Australian Ambassador to United Nations Educational and Scientific Cultural Organisation (1978–81), and as Australia’s first Chief Scientist (1989–92), he set up the Cooperative Research Centres.
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Kornyat, S. B. "Vadym Yanovych — Doctor of Biological Sciences, Professor (1930–2011)." Animal Biology 22, no. 3 (September 2020): 18–20. http://dx.doi.org/10.15407/animbiol22.03.018.

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A short essay on the biography and creative path of Vadym Yanovych to the 90th anniversary of his birth is presented. Due to his personal abilities and great perseverance and ability to work, the ability to unite around him scientists and specialists V. G. Yanovych became a famous organizer of biological and agricultural sciences, prepared a group of scientists and headed the school of physiologists and biochemists on individual animal development. Yanovych Vadym Heorhiyovych was born on December 16, 1930 in the village of Komarivka, Volodarsko-Volynsky (now Khoroshivsky) district, Zhytomyr region. From 1962 to 1965 he was a graduate student of the Laboratory of Age Physiology and Biochemistry of the Ukrainian Research Institute of Physiology and Biochemistry of Farm Animals. V. G. Yanovych research concerns the study of ontogenetic features of lipid, fatty acid and ketone body metabolism in organs and tissues of cattle and pigs; ontogenetic features of lipid and protein metabolism in the created cattle and pigs, development of scientific basic lipid nutrition pigs, cattle, poultry and fish; study of the regularity of quantitative use of amino acids in the synthesis of proteins, lipids, glucose, glycogen and energy processes in the tissues of cattle and rats, given the lipogenic role of amino acids in organs and tissues of animals.
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Putra, Aulia Eka, Jufrida Jufrida, Haerul Pathoni, and Fibrika Rahmat Basuki. "The Design of Local Wisdom-Based Science Learning on Pressure Materials in Junior High School." Journal of Science Education Research 5, no. 2 (October 9, 2021): 28–33. http://dx.doi.org/10.21831/jser.v5i2.43505.

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The lesson plan is an important aspect that determines the success of learning in the classroom. Teachers must design learning that can relate the material being studied to the daily lives of students, for example, is through integrated local wisdom into science learning. The study aimed to develop a science learning set of local wisdom based on pressure materials in Junior High Schools. The research was research and development and used a 4D development model (Define, Design, Development, and Disseminate). The subjects were material experts, media experts, and science teachers of junior high school. The instrument was a validation sheet of the learning set. Qualitative data were analyzed descriptively, and quantitative data were analyzed using descriptive statistics. This research produces a science learning set of local wisdom-based on pressure materials in junior high schools, consisting of syllabus, lesson plans, assessments, student worksheets, teaching materials, remedial and enrichment programs. The results of expert validation obtained a score of 89.60 with an excellent category. The results of the science teacher assessment were 92.38 with excellent category. In sum, the science learning set of local wisdom based on pressure material in junior high schools was valid and feasible to improve the understanding of science concepts.
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Gilpin, Christopher J., and Mohamed S. Baguneid. "Environmental SEM in a Multi-User Biological Sciences E.M. Unit." Microscopy and Microanalysis 5, S2 (August 1999): 286–87. http://dx.doi.org/10.1017/s1431927600014756.

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Environmental scanning electron microscopy (ESEM) has matured into a mainstream technique in many areas of microscopy. Instrumentation has evolved and our understanding of some of the imaging mechanisms has progressed. However the majority of laboratories where ESEMs are located are based around the materials sciences. Despite the fact that ESEM is the only SEM instrument that permits liquid water to be present whilst imaging, the housing of such a microscope in biological EM units has been relatively rare. This authors laboratory is a multi-user EM unit based in a School of Biological Sciences. There exists the opportunity for basic biological scientists, clinical and pre-clinical medical and dental researchers to make use of such a resource. Indeed as the ESEM is housed alongside a conventional high vacuum instrument and a cryo high vacuum instrument there exists the ideal opportunity to carry out comparative studies.This study will examine a range of biological samples using ESEM, cryo SEM and dry high vacuum SEM.
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33

Hoots, Rita A. "Linking Community Resources with the School Science Program." American Biology Teacher 50, no. 8 (November 1, 1988): 502–5. http://dx.doi.org/10.2307/4448810.

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MacKenzie, Ann Haley. "Preparing High School Students for College Science Classes." American Biology Teacher 71, no. 1 (January 1, 2009): 6–7. http://dx.doi.org/10.2307/27669354.

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35

N.A., Karimova. "BASIC CRITERIA AND INDICATORS OF VOCATIONAL TRAINING OF STUDENTS ON THE BASIS OF BIOLOGICAL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 12 (December 1, 2021): 39–43. http://dx.doi.org/10.37547/pedagogics-crjp-02-12-09.

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This article is achieved through active targeted work with school students, identifying their real interests and abilities in the biological sciences, personal preferences, as well as building confidence in choosing the right profession that meets the needs of the city, district, village where they live. Therefore, from a pedagogical point of view, the effectiveness of career choice based on biology education means measuring a person’s career choice in accordance with the teacher’s recommendations
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Lee, Il-Sun, Jung-Ho Byeon, and Yong-Ju Kwon. "Convergent Inquiry in Science & Engineering: The Use of Atomic Force Microscopy in a Biology Class." American Biology Teacher 75, no. 2 (February 1, 2013): 121–26. http://dx.doi.org/10.1525/abt.2013.75.2.9.

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The purpose of this study was to design a teaching method suitable for science high school students using atomic force microscopy. During their scientific inquiry procedure, high school students observed a micro-nanostructure of a biological sample, which is unobservable via an optical microscope. The developed teaching method enhanced students’ science-learning motivation and scientific creativity.
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Setyawan, Reynald. "Embracing the Future: Digital School Culture in Tabanan High Schools." K@ta Kita 10, no. 1 (March 15, 2022): 141–48. http://dx.doi.org/10.9744/katakita.10.1.141-148.

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Digitalization has been an inevitable part of human lives, and education is not an exception. Digitalization is, however, only a part of the change. While digitalization is just using digital technologies and digitized data for an impact, digital transformation is broader adoption of digital technology and cultural change. It is more about the people, rather than the technology. One of the most prominent examples is the integration of the digital culture and the school culture, creating “digital school culture”. Concerns arise from the change, especially isolation from peers and decreased effectiveness on practical lessons . In this case, the creativity to integrate digital culture in online settings to accommodate these concerns is necessary. This research attempts to find the three high schools in Tabanan’s current state of digital school culture and plan of development for the future. The data is gained through semi-impromptu interviews with three high schools’ vice-principal of curriculum and vice-principal of student affairs in Tabanan. Their answers are then analyzed through digital culture and school culture theory. Their answers will also be compared with each other to figure out the similarities and differences in their implementation of digital school culture.Keywords: digital culture, school culture, digital school culture, digital transformation, digital native, digital immigrant, Tabanan high school
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五島, 剛太. "Sugashima Marine Biological Laboratory, Graduate School of Science, Nagoya University." NIPPON SUISAN GAKKAISHI 88, no. 3 (May 15, 2022): 183. http://dx.doi.org/10.2331/suisan.wa2928.

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Delpech, Roger. "Why are school students bored with science?" Journal of Biological Education 36, no. 4 (September 2002): 156–57. http://dx.doi.org/10.1080/00219266.2002.9655825.

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Fonseca Moreira, José Cláudio, and Alice Brinckmann Oliveira Netto. "The electronic magazine “A Bioquímica como ela é” as a learning tool in science communication." Revista de Ensino de Bioquímica 17 (September 13, 2019): 105. http://dx.doi.org/10.16923/reb.v17i0.885.

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The online journal "A Bioquímica como ela é" is a scientific divulgation magazine that is currently being published with texts produced mainly by undergraduate students of Biological Sciences course-UFRGS (disciplines of Biochemistry I-A and Biochemistry Ecology I). The purpose of this project is to use the texts as a scientific literacy tool for students of the public and private elementary school, providing a different way to discover the universe of Science. In addition, motivate undergraduate students in the production of materials for scientific divulgation. In the development of the work, several texts and materials were produced, which after being created, edited, published and divulgated to the general public, were selected and applied in the elementary school classes of the public network of Porto Alegre city. As examples we can name: "Why do dogs smell?" "(N ° 6 - Ecological Biochemistry) and "Why do we dream "? (No. 6 - Biochemistry I). In schools, students received a text corresponding to their series and a questionnaire with objective questions and a dissertation. Through the answers it was possible to notice difficulties of textual comprehension and development of the writing by the participants, because sometimes the objectives and subjective answers did not coincide. There was a good verbal feedback from the participants, showing interest in texts and subjects, probably due to the awakening of curiosity to understand ordinary facts by a light scientific explanation. In addition, the return of the participants and their difficulties helped us to guide the production of the Biological Sciences Course students aiming at a better adaptation of the texts and audiovisual materials produced. Therefore, this project fulfills its objectives of both stimulating and training undergraduate students to participate in projects of school / university interaction and scientific divulgation, as well as to develop scientific tools for fundamental education.
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May, Robert M. "Science as organized scepticism." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 369, no. 1956 (December 13, 2011): 4685–89. http://dx.doi.org/10.1098/rsta.2011.0177.

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Real progress in understanding how the natural world works only truly began with the Enlightenment, with its guiding principle that the truth is to be found not by appeal to authority but by experimental tests and evidence. Unfortunately, but understandably, science is too often seen—in school, in university and especially on quiz shows—as certainty. In fact, science (including social sciences, engineering and medicine along with the more narrowly defined physical and biological sciences) is better seen as organized scepticism: a journey, over time, toward contingent understanding guided by experimental tests and sceptical questioning. Essentially all such journeys are beset by uncertainties of various kinds. This article sketches some of the consequent problems, particularly in relation to science advice, policy making and public engagement.
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Nugroho, Endik Deni, Vlorensius Vlorensius, Laila Rasidah H., and Nur Anisa. "The Content Analysis, Material Presentation, and Readability of Curriculum 2013 Science Textbook for 1st Semester of Junior High School 7th Grade." Jurnal Pendidikan Biologi Indonesia 3, no. 2 (June 20, 2017): 114. http://dx.doi.org/10.22219/jpbi.v3i2.3904.

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Based on the early observation by researchers of the two Science textbooks 7th Grade about biological material, 1st and 2nd semester of curriculum 2013, there were errors in the material presentation and legibility. This study aimed to compare and find the contents suitability of the book based on standard of competence and basic competences, readability, materials presentation and supporting material in the science textbook VII grade, 1st and 2nd semester and measured student legibility. This study used a qualitative descriptive approach by using document analysis. The data resources were obtained by using purposive, the data collection was triangulation, data analysis was inductive/qualitative and the results emphasized the meaning. This research results showed that the Integrated Sciences and Sciences textbook 1st and 2nd semester meet the standards of the core competencies and basic competence on the syllabus curriculum 2013 and also meet the books standart. The results of the analysis conducted in misstatement concept and principles and material llustration in the Integrated Science textbook 1st semester were found 5 misstatement concept, for the presentation of the principles and material illustration was found no error. In the book Integrated Sciences there was no delivery errors concept, principle, and material illustration. Science textbook 1st semester found 8 concepts misstatements and 8 illustration material misstatements. In general, Integrated Sciences and Sciences textbooks 1st and 2nd semester are illegibility so not appropriate for students.
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Barbosa, Pércia Paiva, Diogo Dos Santos, and Sandra Maria Rudella Tonidandel. "Scientific Initiation as a strategy for the development of Scientific Literacy in basic education students: reflections from the Cientista Aprendiz." Revista de Ensino de Ciências e Matemática 13, no. 4 (July 1, 2022): 1–23. http://dx.doi.org/10.26843/rencima.v13n4a02.

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Scientific initiation has benefits for scientific education, but few studies focus on schools. Thus, we investigated a Program of Scientific Initiation offered by a private school in São Paulo. We aimed to identify: i) a number of students that were participated in this program (2006 to 2019); ii) the areas and themes that were researched by the participants; iii) possible gender differences. We analyzed some documents, did some statistical tests, and did an Open Data Categorization. We identified the growth of student enrollments, indicating an enlargement of their interest in scientific topics. We also identified a greater number of researches in Biological Sciences, but gender differences were not identified, just an asymmetry in the areas of interest of students. More spaces for the development of the Nature of Science in schools are necessary, as well as the constant dialogue about the insertion of women in scientific careers.
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Mirizon, Soni, Machdalena Vianty, Ida Rosmalina, and Erlina Erlina. "Secondary school students’ English literacy achievement based on PISA reading literacy test 2009." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 165. http://dx.doi.org/10.22373/ej.v9i1.9459.

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Reading literacy has become global concern that Organisation for Economic Co-operation and Development (OECD) has conducted Program for International Student Assessment (PISA) reading literacy test to assess what students know and can do in reading. Participating in PISA test since 2000, Indonesian students’ reading literacy has not shown a significant improvement. Because PISA reading literacy test is adapted into language of instruction of each participating country, it is Indonesian students’ reading literacy in Indonesian language which is not satisfactory. Considering the fact that Indonesian fifteen-year-old students study English as a compulsory subject, investigating students’ reading literacy in English is considered important. There has been much research investigating issues in reading achievement in Indonesia, but there are limited studies focussing on PISA reading literacy based on school location, school accreditation, gender, and academic major. Employing survey study design, this study assessed reading literacy of two thousand and two hundred secondary school students sampled from twenty four public secondary schools accredited A+, A, and B in Palembang. Data were obtained using PISA reading literacy test 2009 and were analysed statistically. The findings revealed that students’ English literacy was in level 3 (low category). Students studied at schools in central urban district performed better than those of in peri urban district. Those from secondary schools accredited A+ outperformed their counterparts in schools accredited A and B. Female students performed slightly better than male. Students majoring in science were better than those of majoring in social. The results lead to the conclusion that students’ English literacy achievement should be enhanced using innovating strategies to achieve targeted literacy level that is needed to survive in school academic life.
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Vusale Hajiyeva, Vusale Hajiyeva. "FORMATION OF ECOLOGICAL CULTURE ON THE TEACHING OF ECOLOGICAL AND BIOLOGICAL KNOWLEDGE." PIRETC-Proceeding of The International Research Education & Training Centre 11, no. 01 (February 28, 2021): 11–16. http://dx.doi.org/10.36962/1101202111.

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The main purpose of the research is to coordinate biological and ecological knowledge in the learning process, to show the importance of the formation of ecological culture. Scientific - technical progress, daily increase of the population size create a number of discrepancies between nature and society. The using of nature has been increased to meet the growing demands of overpopulation, which leads to environmental degradation and ecological problems. Such an incorrect use required change and rebuilding of the relation to the nature. The humanity is to be ready for it both psychologically and socially. Rebuilding of the future, change of the relation to the nature will be started namely with the forming environmental culture of future generations. The formation of ecological culture is possible as a result of school and family social upbringing from childhood. Pedagogical process has special importance in the forming environmental culture. Pedagogical teaching aids used in the teaching process will play indispensable role in the producing namely environmental knowledge. Topics, especially knowledge producing during the teaching of the sciences related to the nature, habits and skills created for the pupils will create the base for the forming environmental education. In the settlement of this problem the teachers are to follow certain way, the process must be built correctly. At present, the amount of environmental problems existing on Earth is increased to such an extent that the learning of the ways of the settlement of this problem within one science will not help in the settlement of the matter. That is why transition to integrative training is especially important for the creation of environmental culture and education. Taking into consideration these facts, the teaching at the schools of ecology together with biology and other natural disciplines will give great benefits. Biology as a nature science has great mutual connection with ecology. And the opportunities for creation of this relation is wide enough. When there is a connection between the natural sciences, this must be done in a systematic way. In the form of set of words, the connection based on theoretical knowledge will lead to mental fatigue of students. Because the natural sciences, no matter how interesting and related to life and nature, are difficult subjects. This article examines the process of imparting environmental knowledge in the teaching of biology and examples and suggestions were given to establish a connection, and schemes were used. At the same time, their negative impact on the lives of living things was highlighted, addressing global environmental issues. Significance application: Ecology in biology classes in secondary schools and higher education institutions can be used to impart knowledge and shape environmental culture. Key words: biological, ecological, teaching methods, natural sciences
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46

Fostier, Maggy, and Ruth Grady. "University of Manchester School of Biological Sciences launches a blueprint for drastic laboratory plastic reduction." Biochemist 42, no. 1 (January 31, 2020): 43. http://dx.doi.org/10.1042/bio04201043.

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The University of Manchester has pledged to eliminate ‘avoidable’ single-use plastic by 2022. To contribute, Dr Maggy Fostier and Dr Ruth Grady from the School of Biological Sciences (SBS) have launched a project to reduce the amount of plastic in their undergraduate laboratory classes. These classes involve thousands of students per year who require pipettes, weighing boats, stirrers, gloves and other plastic implements which sometimes can have usage lifespans that are less than a minute.
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47

Tyldesley, Barbara. "Biological Sciences in Occupational Therapy Education: A Review Carried Out at One Occupational Therapy School." British Journal of Occupational Therapy 49, no. 9 (September 1986): 285–87. http://dx.doi.org/10.1177/030802268604900904.

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This paper looks at pre-entry examination passes in the biological sciences at ‘O’ and ‘A’ level and the effect that these have on occupational therapy students' performance in anatomy and physiology in the first year of the course at the Liverpool College of Occupational Therapy. Results suggest that there was no significant relationship between the two in six out of the seven years studied (1977–1984).
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48

Schwebach, J. Reid. "Science Seminar: Science Capstone Research Projects as a Class in High School." American Biology Teacher 70, no. 8 (October 2008): 488–97. http://dx.doi.org/10.1662/0002-7685(2008)70[488:ssscrp]2.0.co;2.

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49

Schwebach, J. Reid. "Science Seminar: Science Capstone Research Projects as a Class in High School." American Biology Teacher 70, no. 8 (October 1, 2008): 488–97. http://dx.doi.org/10.2307/30163331.

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50

Djokic-Ostojic, Ana, Tomka Miljanovic, Tijana Pribicevic, Snezana Parezanovic-Ristic, and Marina Topuzovic. "Biology contents in curricula of compulsory education in Serbia, Finland and England." Archives of Biological Sciences 66, no. 2 (2014): 859–66. http://dx.doi.org/10.2298/abs1402859o.

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At this moment in time, which is marked by extremely negative human influences on the environment, and when a sustainable development of nature is needed, school has a significant role in developing students? knowledge, skills and attitudes towards natural sciences. In European countries, students gain biological knowledge during primary school either through integrated or specific subjects. This paper contains the results of a comparative analysis of the biological content in teaching programs and curricula in three European countries - Serbia, Finland and England. In Serbia, biological contents are included in two integrated subjects (The World Around Us and Nature and Society) during the first cycle of compulsory education, while during the second cycle they are included in a separate subject - biology - and are linearly arranged. Throughout compulsory education in Finland and England, biological contents are concentrically arranged and are realized through the students? research work in their surroundings in several school subjects.
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