Journal articles: 'School: School of Biological Sciences'

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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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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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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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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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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 studyÂ carried out initially in vacations courses sponsored by the EspaÃ§oCiÃªncia with teachers and managers of the municipalÂ school system, and bachelor's degree students in Biological Sciences from the Centro de Ensino Superior do Vale do SÃ£oÂ Francisco and later with 25 tutors who taught their classes using this methodology in elementary and high schoolÂ education. The results of this research demonstrate approval of the methodology by 76% of managers, 57% of teachers,Â and 100% of students in the course of Biological Sciences who participated in the vacation courses. They have tutors whoÂ have used this methodology in elementary school and high school approved with percentage corresponding to 100% andÂ 50.70% respectively. Regarding the methodology investigated the following categories were evaluated: studentÂ participation, learning, quantity and quality of content, skills and mobilized skills by students of basic education, as well asÂ the perception of worshipers as the advantages and disadvantages in the application of the methodology for their levels ofeducation.

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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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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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Ayehu, Solomon Muluken, and Addisu Tadesse Sahile. "Body Mass Index and Associated Factors of School Absenteeism by School Feeding Program at Selected Primary Schools in Addis Ababa, Ethiopia: A Comparative Study." Scientifica 2021 (March 23, 2021): 1–7. http://dx.doi.org/10.1155/2021/6671468.

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Background. Quality of education plays a crucial role in the social, economic, and political development of a nation. Primary school is a vital stage in developing the personality and consciousness of school children. Objective. The study assessed the Body Mass Index and factors associated with School Absenteeism at selected primary schools in Addis Ababa, 2018. Methods. A comparative cross-sectional study was undertaken on 324 (162 each group) from selected primary schools of Addis Ababa from May 02 to July 30, 2018. All participants and their families provided written informed consent and assent. A systematic random sampling technique was used to select participants, where the list of students was once identified from the selected schools. An independent t-test was undertaken at p value <0.05 as the statistically significant level. And, binary logistics regression was used for the identification of factors statistically associated with school absenteeism, with its respective 95% confidence interval (CI) and p value of <0.05 significant level. Findings. There was a statistically significant difference between feeding and nonfeeding participants on average weight, school absenteeism, and BMI for age, at p < 0.05 . Participants who enrolled in the school feeding program had a higher average weight than nonfeeding participants ( p < 0.05 ). Participants from the feeding group had lower average school absenteeism than their counter participants ( p < 0.05 ). The average BMI for age was significantly higher among feeding participants than nonfeeding participants ( p < 0.05 ). The odds of having school absenteeism were 1.796 times higher among feeding participants than among nonfeeding participants (AOR: 1.796; 95CI:1.061–3.042, p < 0.05 ). The odds of sustaining absenteeism from the school were 2.257 times higher among feeding participants than among nonfeeding participants (AOR: 2.257; 95%CI: 1.291–3.948; p < 0.05 ). Conclusion. A higher number of school absenteeism, average weight, and BMI for age were observed in participants enrolled in the school feeding program than those who did not get enrolled in the feeding program. Large-scale studies were recommended to testify the impacts of school feeding on absenteeism.

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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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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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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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Šorgo, Andrej, and Andreja Špernjak. "BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS." Journal of Baltic Science Education 19, no. 2 (April 10, 2020): 317–32. http://dx.doi.org/10.33225/jbse/20.19.317.

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In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

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Wonder, Betty Ann. "Middle School Ecology." American Biology Teacher 67, no. 2 (February 1, 2005): 120–21. http://dx.doi.org/10.2307/4451797.

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Vázquez, José. "High School Biology." American Biology Teacher 67, no. 4 (April 1, 2005): 247–48. http://dx.doi.org/10.2307/4451832.

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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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Hudečková, H., and J. Husák. "Rural School In The Context Of Community-Led Local Development." Scientia Agriculturae Bohemica 46, no. 1 (March 1, 2015): 33–40. http://dx.doi.org/10.1515/sab-2015-0014.

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Abstract The paper is based on the general concept of knowledge society and deals with regional development theories which emphasize local environment as an important part of rural development. The following two questions were studied: (1) What is the early experience of municipalities when establishing a Community School? (2) In which other municipalities would it be possible and appropriate to build such a school? For this purpose, both secondary and primary research methods were combined with data collection techniques – document study, observation, and questioning. Because the examined problem is set in the context of community-led local development (CLLD), violation of the ‘bottom-up’ approach principle is also highlighted. The paper presents the first experiences in the establishment of seven Community Schools within the Pilsen region and based on them also recommendations for the feasibility and suitability of establishing this type of school in other rural municipalities. The results show that the educational sector is not assisting in the modernization of rural schools with regard to community education and that the possibility of the contemporary and meaningful existence of schools in small rural municipalities remains ignored.

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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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Dao Thi Hong, Quyen, Mai Le Ngoc, Hong Do Thi, Mai Le Thi Tuyet, and Trung Trieu Anh. "Evaluation of general understanding on genetics subject of high school students." Journal of Science Educational Science 66, no. 4G (November 2021): 17–24. http://dx.doi.org/10.18173/2354-1075.2021-0166.

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Genetics is one of the important topics in the high school biology curriculum. Genetics has been taught in the subject of biology at grade 9 and grade 12. To investigate the general understanding of genetics of high school students, a survey was carried out and got responses from participants of 901 high school students across the country. The data for the average score was 3.3; median 3.0; scores ranging from 0.33 to 8.33. The data analyses showed that there was no significant difference in the results between urban and rural regions. The general knowledge of genetics of high school students was low. In general, scores of students in gifted schools were higher than in non-gifted schools. In the group of gifted schools, the biological group gave higher results than others. In general, the students tend to choose the subject Biology and have high average scores, also got survey scores higher than those of other groups. Those results contribute to clarifying the reality of learning Biology in general and Genetics in particular of high school students, contributing to the basis for educational administrators to provide more appropriate educational policies.

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Gomez, Raymond D., Alberto D. Yazon, Lerma P. Buenvinida, Consorcia S. Tan, and Marcial M. Bandoy. "School Head’s Conflict Resolution Skills, Organizational School Climate, and Teacher Work Engagement in The New Normal: An Input to Principal and Teacher Development Program." International Journal of Management, Entrepreneurship, Social Science and Humanities 5, no. 2 (December 30, 2022): 127–46. http://dx.doi.org/10.31098/ijmesh.v5i2.1216.

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This study determined the school head's conflict resolution skills, organizational school climate, and teachers' work engagement among public school principals and teachers in the City Schools Division in Laguna for the school year 2020-2021. One hundred twelve (112) public school principals and one thousand forty-eight (1048) teachers were the respondents of the study. The researchers utilized a descriptive correlation study design. It made use of adopted and modified questionnaires to assess and measure the variables studied. The statistical tools used to analyze the data gathered were: Mean, standard deviation, Pearson r, and Multiple Linear Regression Analysis. Findings revealed that conflict resolution skills and organizational school climate were relevant to teachers' work engagement. The results were used to determine the principal and teachers’ development program to be proposed to the School Divisions officials. The teachers' work engagement was related to the school heads' conflict resolution skills and organizational school climate. To ensure a more efficient teachers work engagement, school heads are encouraged to continue cultivating a culture of excellence in the school by exposing the teachers to relevant activities that may sustain the work engagement by means of exhibiting quality performance in teaching and learning. Also, supervisors should strengthen the performance of the teachers by providing the technical assistance needed to further improve their performance. Technical assistance should focus on curriculum delivery and the school's operation and management. Keywords: Conflict Resolution Skills; Development Program; New Normal; Organizational School Climate; Teacher Work Engagement.

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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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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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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 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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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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Delpech, Roger. "Senior School Resources." Journal of Biological Education 34, no. 1 (December 1999): 46. http://dx.doi.org/10.1080/00219266.1999.9655683.

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Evans, D. I. K. Evans. "Haemophilia and school." Journal of Biological Education 30, no. 3 (September 1996): 218–21. http://dx.doi.org/10.1080/00219266.1996.9655505.

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McInerney, Joseph D. "Oppose PETA School Campaign." American Biology Teacher 54, no. 2 (February 1, 1992): 70. http://dx.doi.org/10.2307/4449408.

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Siong, Nguang Ung, and Syed Kamaruzaman Bin Syed Ali. "Quality Assessment of Badminton Skills Training (BST) Module: Aspects of Validity and Reliability among Secondary School Students." International Journal of Education 14, no. 3 (September 22, 2022): 181. http://dx.doi.org/10.5296/ije.v14i3.20207.

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The objective of this research is to study the validity and reliability of Badminton Skills Training (BST) Module for secondary school students. The content of BST Module includes high serve skill, low backhand serve and Badminton lob shots which are the basic skills need to be mastered by secondary school students. To determine the validity of the module through the method of calculating the percentage of consent, the constructed module was submitted to seven panels expert in the field of Physical Education and Sport Science for evaluation. Improvements have been implemented on this module based on reviews and feedbacks from expert panels. The result of the validity assessment of the entire module content was 0.919. A total of 31 secondary school students from a school in Kuching were involved in a pilot study to measure the reliability of the module after the validity assessment of the module. The reliability of the Cronbach’s alpha value of the BST Module was 0.956. The results of the study prove that this module has high content validity and reliability and it can be accepted. Thus, this module is suitable to achieve the objectives of the module that had been set. This module has a high potential to help improve the achievement of learning outcomes in Badminton skills among secondary school students. This module is recommended to test its effectiveness and to be used as references for secondary school teachers during then implementation of Badminton skills learning sessions in schools.

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Miatmoko, Andang, Mufariha Mufariha, Dini Retnowati, Abhimata Paramanandana, Sugiyartono Sugiyartono, Retno Sari, Tutiek Purwanti, Dewi Isadiartuti, and Esti Hendradi. "Lecture Presentations Combined with Comic Story-Telling to Increase the Knowledge and Understanding of Elementary and Junior High School Students about Drugs Concerning Self-Medication Behavior." Journal of Community Research and Service 6, no. 2 (July 31, 2022): 103. http://dx.doi.org/10.24114/jcrs.v6i2.35665.

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Self-medication practice can result in medication errors due to limited public knowledge of pharmaceutical medicine, especially among school-aged adolescents, who are prohibited from doing self-medication. This study aimed to evaluate the students' knowledge and understanding of pharmaceutical medicine, pharmacists, and self-medication, and also the awareness to be wise and smart in responding to the use of pharmaceutical products for maintaining public health. The study was carried out by conducting the lecture on drugs and self-medication through a classical presentation and comic story to students of SDN Keputih 245 Elementary School and SMPN 19 Junior High School, Surabaya. Moreover, DAGUSIBU dance was also practiced. The students actively engaged in the class during the presentation. The results of the pre-and post-test evaluations showed that this lecture method had succeeded in increasing junior high school students' knowledge about medicine and DAGUSIBU. On the other hand, the pre-test scores of Elementary School students were better than the post-test, except for new knowledge related to the drug logo and classification. It suggests that the delivery methods were inappropriate for elementary school students. It can be concluded that school-age adolescents, especially in elementary and junior high schools, need assistance during self-medication. This community service activity by a presentation and comic telling methods successfully improved the knowledge of SMPN 19 Junior High School about drugs and DAGUSIBU; however, it needs a more straightforward explanation with attractive learning methods for delivering a lecture to Elementary School students.

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Andriansyah, Eka Hendi, Mohamad Arief Rafsanjani, and Dyah Nugraheny Priastuti. "The Importance of Emotional, Spiritual Intelligence, and Self Efficacy on The Principal’s Performance in Sekolah Penggerak Program Based on Merdeka Curriculum." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 4 (December 2, 2022): 922. http://dx.doi.org/10.33394/jk.v8i4.5910.

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This study aims to analyze the importance of emotional, spiritual intelligence, and Self Efficacy on the performance of school principals in Sekolah Penggerak that use the Merdeka curriculum. Based on initial observations, it was found that there was a lack of emotional and spiritual intelligence in the principal, which hindered the effectiveness of the process of implementing the self-development of a principal. This study used the literature review method. The instruments used were national and international journals, reference books, and unstructured interviews for analysis using thematic analysis. The results showed that the Sekolah Penggerak was an effort to improve the quality of schools through holistic learning outcomes starting with High-Quality Human Resources (principals and teachers). Improvements were made through 5 interventions to schools to increase the capacity of Human Resources. Self-efficacy as part of emotional and spiritual intelligence can form school principals as leaders, planners, supervisors to evaluators in schools who are confident and think ahead. This intelligence can make a school principal confident in planning work programs, strongly committed, able to carry out programs well, and collaborate with teachers and administrative staff to achieve the school's goal of producing students to become Pancasila student profiles.

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N, Gopika, and Kaveevendan K. "Influence of English language proficiency on tertiary level education." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 89–96. http://dx.doi.org/10.47772/ijriss.2022.61210.

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English is an international language, which is essential for interpersonal communication across the world. It is considered to be a common language in the field of education, business, trade, and commerce. It is found from the research studies that imparting proficiency in the English language should begin right from the school level education. Thus, the present study was carried out to assess the influence of English language proficiency on tertiary-level education in a target undergraduate student population (second year in biological sciences) at the Faculty of Science, Eastern University, Sri Lanka. A structured questionnaire was used to collect data. Collected data were analyzed by Excel software (Windows 10.0) to assess the significant influence of English language proficiency in tertiary education. In the current study, the sex ratio (male and female) was nearly 2:1 (63% and 37%) respectively. The national school students showed a more successful rate for university entrance than provincial school. Further, the highest frequent usage of English than their mother tongue was noticed among university teachers (84%) when compared with school teachers (40%). Furthermore, the analysis showed that the majority of the students are using the English language in the university (87%), then school (40%). Most of the students were highly engaged in writing (94%), listening (83%), and reading rather than speaking skills (53%). Usage of the English language was higher (100%) in university education than in schools. Hence, the pass rate of English language proficiency was high at the tertiary level than the secondary level. Thus, this study recommends that school teachers should frequently use English in order to communicate with students while teaching.

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Sakti, Anjar Dimara, Muhammad Ario Eko Rahadianto, Biswajeet Pradhan, Hubbi Nashrullah Muhammad, I. Gusti Ayu Andani, Prasanti Widyasih Sarli, Muhammad Rais Abdillah, et al. "School Location Analysis by Integrating the Accessibility, Natural and Biological Hazards to Support Equal Access to Education." ISPRS International Journal of Geo-Information 11, no. 1 (December 29, 2021): 12. http://dx.doi.org/10.3390/ijgi11010012.

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This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multi-natural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets.

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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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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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Dumfart, Barbara, and Aljoscha C. Neubauer. "Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents." Journal of Individual Differences 37, no. 1 (January 2016): 8–15. http://dx.doi.org/10.1027/1614-0001/a000182.

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Abstract. Much research has demonstrated that intelligence and conscientiousness have a high impact on individual school achievement. To figure out if other noncognitive traits have incremental validity over intelligence and conscientiousness, we conducted a study on 498 eighth-grade students from general secondary schools in Austria. Hierarchical regressions for three criteria (GPA, science, and languages) were performed, including intelligence, the Big Five, self-discipline, grit, self-efficacy, intrinsic-extrinsic motivation, and test anxiety. Intelligence and conscientiousness alone accounted for approximately 40% in the variance of school achievement. For languages and GPA, no other personality and motivational predictors could explain additional variance; in science subjects, only self-discipline added incremental variance. We conclude that – in addition to intelligence as powerful cognitive predictor – conscientiousness is the crucial noncognitive predictor for school achievement and should be focused on when supporting students in improving their performance.

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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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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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Rohmah, Nur. "A Vocational School Cutting-Edge Learning Strategy: Examining Gamification Towards Student Engagement and Achievement." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 3 (September 20, 2022): 655. http://dx.doi.org/10.33394/jk.v8i3.5779.

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The digital era facilitates vocational-based school learning by using innovative and digital methods. Learning media using gamification tends to be better and more relevant for students because it follows their age. This study aims to analyze the effect of gamification and student engagement on student achievement moderated by motivation. The study was conducted on vocational-based secondary school students in Central Java, involving 174 samples. The results showed that gamification and student engagement affected student achievement. Gamification affects student engagement, and motivation strengthens the effect of gamification and student engagement on student achievement. This study confirms that the gamification process in the learning process enhances the interaction between students. Research indicates that relevant gamification is implemented in vocational-based schools. Research demonstrates that motivational gamification has a critical role in increasing student achievement. Schools can adopt gamification methods to improve student learning abilities and achievement so that vocational schools acquire skilled students.

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Fadillah, Nuke Siti, Nuryani Rustaman, and Diah Kusumawaty. "Analisis kemampuan scientific literacy siswa SMA dalam soal PISA pada materi virus dan bakteri." Assimilation: Indonesian Journal of Biology Education 4, no. 2 (September 30, 2021): 83–88. http://dx.doi.org/10.17509/aijbe.v4i2.41485.

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This study aims to analyze the scientific literacy skills of high school students on PISA released items reading and science questions based on the PISA framework on the "Process Aspects" in terms of scientific literacy and reading literacy on the biological content of the material "Viruses and Bacteria". This research is a descriptive study with a quantitative approach. The instruments used were PISA questions in 2000, 2006, and 2015 which have been released (main instrument) as well as school curriculum biology questions (comparative instruments), questionnaires, and interviews. The research began to be carried out in February 2020 and began with conducting research trials conducted in schools (A). The subjects in this study were students in SMA (B) and (C) grades 10, 11, and 12 with different school curriculum characteristics, school (B) with the 2013 curriculum and school (C) with the Cambridge curriculum. Sampling was carried out using convenience sampling method. The results showed that the scientific literacy skills of school B students resulted in: 80% (grade 10), 81% (grade 11) and 75% (grade 12) in the "High" category, school C resulted in: 47% (grade 10), 51% (grade 11) and 55% (grade 12) in the "Very Low" category. The students' results in the 2013 school curriculum biology questions (B) were included in the "Very High" category, while schools (C) that used the Cambridge curriculum were included in the "Low" category. Acquisition of scientific literacy skills which is included in the "High" category is in line with the experience of students in learning in schools which as a whole uses the PBL (Problem Based Learning) method, while the acquisition of scientific literacy skills which is included in the "Low" category turns out to be less in line with students' experiences in learning. in schools that as a whole use the PjBL (Project Based Learning) method.

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Eisfeld, D. А., О. Yu Ustinova, N. V. Zaitseva, and А. А. Savochkina. "Assessment of potential hazards posed by influence of risk-inducing environmental factors and factors related to the educational process on somatic health of schoolchildren in different schools." Health Risk Analysis, no. 4 (December 2022): 72–86. http://dx.doi.org/10.21668/health.risk/2022.4.07.

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Contemporary school should create favorable conditions for schoolchildren. The aim of the study was to comparatively analyze risk factors related to the educational process in different schools and to develop a new approach to objective assessment of combined exposure to environmental factors and factors related to the educational process and its influence on schoolchildren’s health. The study focused on the following research objects: 1) five different secondary schools, the test ones providing profound educational programs and the reference ones being ordinary secondary schools with the same or lower levels of pollution in environmental objects; 2) quality of components in the school environment (organization of the educational process, quality of meals provided by school, quality of ambient air on a school territory and inside a school, quality of drinking water, socioeconomic conditions); 3) health of 756 schoolchildren. The study was conducted by using sanitary-epidemiological, sanitary-hygienic and sociological methods; clinical and laboratory examinations; chemical analytical tests. Fuzzy logic was applied to estimate combined influence exerted by factors related to the educational process and environmental factors. We established several determinants of negative effects produced by the educational process on schoolchildren’s health. They included elevated intensity and monotony of educational and intellectual loads, shorter breaks between classes and recovery index deficiency. Diet-related factors included excess consumption of fats and carbohydrates, overall caloric contents being too high, protein and micronutrient deficiency. Chemical factors were elevated levels of metals, aromatic hydrocarbons, aldehydes, and chlorinated organic compounds in biological media. Risk-inducing factors of schoolchildren, regardless of a school and age, include organization of the educational process (Ipj = 0.45–0.58) and school meals (Ipj = 0.41–0.54); the group potential hazard index for these factors reached its peak values in primary school (Ipj = 0.49–0.58 and Ipj = 0.46–0.54). The maximum value of the integral potential hazard index (Ipdk = 0.41–0.46) caused by combined exposure to factors related to the educational process and environmental factors, regardless of a school type, was detected in senior schoolchildren in school with profound studies of natural sciences (Ipdk = 0.41); the minimum value was detected in a military school (Ipdk = 0.33).

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Kamynina, A. S., and L. M. Reznitskaya. "Factors influencing the design concept of Trondheim School Of Architecture." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture 24, no. 4 (August 26, 2022): 41–56. http://dx.doi.org/10.31675/1607-1859-2022-24-4-41-56.

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The design concept of the Trondheim School of Architecture is modernization of architectural education in Europe in the 21st century. Education must include the understanding of principles of sustainable development, social context, place for design of buildings, transformation of the professional architectural mentality to make creative methods a part of continuous and harmonic, spiritual cultural process. The learning environment must provide knowledge and skills and a stimulus for personal development. The rapid change in the living environment in the 21st century has presented new challenges future architects. These problems most of all affect the design concepts of new architectural schools, including the Trondheim School of Architecture.

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Nisa, Dewi Rofikotun, Salma Indrayanti, Sukataman Sukataman, and Imam Nurhakim. "Kepemimpinan Kepala Sekolah Dalam Lembaga Pendidikan di MI Ma’arif NU Karangsari." An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam 9, no. 2 (December 14, 2022): 196–205. http://dx.doi.org/10.33507/an-nidzam.v9i2.998.

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Education is the quality of a school that requires professional education personnel. Education personnel play an active role in shaping the knowledge and skills of students. Because the education staff will produce higher quality graduates. One way to realize this professionalism requires one of the supports from the principal. The principal is very important in leading those who are directly related to the implementation of educational programs in schools. The approach used in the research at MI Ma'arif NU Karangsari is a qualitative approach, data collection techniques through observation and interviews. The purpose of this paper is to determine the leadership role of school principals in developing institutions and principals' strategies in developing educational institutions. The principal of the MI Ma'arif NU Karangsari school was able to improve the development of existing institutions at the school. This is evident from the curriculum, student affairs, facilities and infrastructure and student learning achievement that goes well and according to teacher performance standards.

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Maliszewski, Tomasz, and Hanna Solarczyk-Szwec. "Józef Półturzycki in the face of folk high schools. Notes on the basis of the renewal of Polish folk high schools in the years 2016–2022." Rocznik Andragogiczny 29 (January 25, 2023): 155–69. http://dx.doi.org/10.12775/ra.2022.010.

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The authors dedicate their text to the memory of Professor Józef Półturzycki, recalling his contribution as the author and editor-in-chief of the “Andragogy Yearbook” and the inspirer of activities aimed at preserving the knowledge of folk high schools in the social (and academic) memory from the 1990s to the second decade of the 21st century, i.e. at the time when these institutions were almost forgotten. The sketch touches on selected threads regarding the revival of the Polish folk high school movement on the basis of the Folk High Schools Development Programme for the years 2020–2030 and the Polish Network of Folk High Schools (PNFHS). The participation of both authors in the 1st All-Polish Folk High School Festival in Koszałkowo in the summer of 2022 was the inspiration to take up these issues.

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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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Anjarwati, Sulis, Kusuma Wardany, and Fitri April Yanti. "Lokakarya dan Pelatihan Pembuatan Preparat Biologi bagi Guru-Guru SMA di Lampung Timur." Sasambo: Jurnal Abdimas (Journal of Community Service) 2, no. 2 (June 30, 2020): 57. http://dx.doi.org/10.36312/sasambo.v2i2.194.

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Lokakaraya dan pelatihan pembuatan preparat biologi bagi guru-guru SMA bertujuan untuk melatih guru-guru membuat preparat awetan biologi yang penting dalam pelaksaaan praktikum biologi di sekolah. Khalayak sasaran dari pengabdian ini adalah guru-guru SMA biologi di Lampung Timur. Kegiatan pengabdian telah dilaksanakan pada tanggal 15 Oktober 2019 yang bertempat di Laboratorium SMA Negeri 1 Way Jepara, dengan diikuti oleh 26 orang peserta guru biologi SMA. Hasil evaluasi diperoleh hasil dan manfaat dari kegiatan pengabdian ini diantaranya adalah meningkatkan keterampilan guru- guru SMA dalam pembuatan preparat smear darah dan preparat awetan biologi sebagai media pembelajaran biologi. Kegiatan diharapkan kelak dapat membantu guru-guru biologi dalam mengembangkan media pembelajaran IPA sehingga mutu pembelajaran IPA dapat lebih meningkat.Workshop and Training on Making Biology Preparations for High School Teachers in East LampungAbstractThe workshop and training in making biological preparations for high school teachers aims to train teachers to make biological preparations that are important in the implementation of biology practices in schools. The target audience for this service is high school biology teachers in East Lampung. The dedication activity was carried out on October 15, 2019 which took place at the State High School Laboratory of 1 Jepara, with 26 participants participating in the high school biology teacher. The evaluation results obtained the results and benefits of this service include increasing the skills of high school teachers in making blood smear preparations and biological preservation preparations as media for learning biology. The activity is expected to be able to help biology teachers in developing science learning media so that the quality of science learning can be improved

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Senapathi, Pradeep, and Hemant Kumar. "A comparative study of menstrual hygiene management among rural and urban adolescent girls in Mangaluru, Karnataka." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2548. http://dx.doi.org/10.18203/2394-6040.ijcmph20182193.

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Background: Menstruation is a completely normal biological process. Yet women and girls, the world over, face numerous challenges and taboos which often portray them as inferior to men. Poor hygiene and sanitation facilities in schools cause girls to experience menstruation as shameful and uncomfortable. The objective of the study was to assess and compare the status of menstrual hygiene management among rural and urban adolescent school girls.Methods: A community-based cross-sectional study was carried out from 01 September 2016 to 31 October 2016, among 244 adolescent school girls, in urban and rural field practice areas of A.J. Institute of Medical Sciences of Research, Mangaluru, Karnataka.Results: A total of 244 adolescent school girls participated in this study. Out of these, 54.17% girls were from rural, while 45.83% were from the urban school. Mean age of menarche of all the respondents was 12.61±0.81 years. Overall, 69.67% girls were aware of menstruation prior to attainment of menarche. The awareness was found to be more among urban school girls (72.32%) as compared to rural girls (67.42%). The study brings out that 49.24% of the girls in the rural school and 65.17% of the girls in urban school were using sanitary pads. ‘High cost’ was cited as the main reason for not using the sanitary pads.Conclusions: Menstrual hygiene management was found to be sub-optimal among both, urban as well as rural adolescent girls.

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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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Dalpech, Roger. "Bioinformatics and school biology." Journal of Biological Education 40, no. 4 (September 2006): 147–48. http://dx.doi.org/10.1080/00219266.2006.9656035.

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Journal articles on the topic 'School: School of Biological Sciences'

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