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Journal articles on the topic 'Zoology'

To see the other types of publications on this topic, follow the link: Zoology.

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Citraningrum, Mivtha, Yayan Sanjaya, Fransisca Sudargo, and Riandi Riandi. "The Reflective Thinking Skills of Prospective Teacher on Invertebrate Zoology Course." Biosfer: Jurnal Tadris Biologi 13, no. 1 (October 10, 2022): 67–74. http://dx.doi.org/10.24042/biosfer.v13i1.12310.

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The purpose of this study was to explore the reflective thinking skills of students as prospective teachers in the invertebrate zoology course through an analysis of the learning process of the literature provided during lectures. The research method used was the case study of the invertebrate zoology lecturing process. The instruments in this study were observation sheets, task analysis used in lectures, and a questionnaire about students' perceptions of lecture activities. The results showed that the Invertebrate Zoology lectures only focused on concepts or theories and did not provide reflective thinking skills. Therefore, Zoology lectures have not shown a balanced mastery of concepts and reflective thinking skills.ABSTRAK: Tujuan penelitian ini adalah untuk menggali kemampuan berpikir reflektif mahasiswa calon guru pada mata kuliah zoologi invertebrata melalui analisis proses pembelajaran hingga analisis literatur yang diberikan selama perkuliahan. Metode penelitian yang digunakan adalah studi kasus terhadap proses perkuliahan zoologi invertebrata. Instrumen dalam penelitian ini adalah lembar observasi, analisis tugas yang digunakan dalam perkuliahan, angket tentang respon mahasiswa terhadap kegiatan perkuliahan. Hasil penelitian menunjukkan perkuliahan zoologi Invertebrata yang di berikan hanya fokus pada konsep atau teori dan tidak memberikan keterampilan berpikir reflektif. Artinya, perkuliahan zoologi belum menunjukkan bekal penguasaan konsep dan kemampuan berpikir reflektif yang seimbang.

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2

Savier Fernando Acosta Faneite and Alonso Fuenmayor. "El diario como estrategia metodológica para aprender zoología." GACETA DE PEDAGOGÍA, no. 44 (November 30, 2022): 22–38. http://dx.doi.org/10.56219/rgp.vi44.1221.

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La finalidad de este estudio consistió en utilizar el diario como estrategia metodológica para aprender zoología en los alumnos de educación biología. El tipo de investigación fue cualitativa, acción participativa, con enfoque introspectivo vivencial. La población en estudio fueron 16 alumnos quienes realizaron las prácticas de laboratorios de zoología y los informes en el diario; los datos se recolectaron en una lista de cotejo que poseía las categorías: capacidad de observación, formulación de objetivos, recolección de datos, descripción de procedimientos, análisis de datos y elaboración de referencias. Los resultados demostraron que los estudiantes con el uso del diario desarrollaron competencias investigativas, igualmente, les permitió el cambio del conocimiento cotidiano al científico. Se concluye que el diario es un recurso que desarrolla el aprendizaje de conceptos, procedimientos y promueve una actitudinal positiva hacia la zoología en los estudiantes de educación biología. ABSTRACT The purpose of this study was to use the diary as a methodological strategy to learn zoology in biology education students. The type of research was qualitative, participatory action, with an introspective and experiential approach. The study population consisted of 16 students who carried out the zoology laboratory practices and the reports in the journal; the data were collected in a checklist with the following categories: observation skills, formulation of objectives, data collection, description of procedures, data analysis and elaboration of references. The results showed that the students developed research competencies through the use of the diary, which also allowed them to change from everyday knowledge to scientific knowledge. It is concluded that the journal is a resource that develops the learning of concepts, procedures and promotes a positive attitude towards zoology in biology education students. Key words: Methodological strategies; diary; laboratory practices; zoology RÉSUMÉ L'objectif de cette étude était d'utiliser le journal intime comme stratégie méthodologique pour l'apprentissage de la zoologie chez les étudiants en biologie. Le type de recherche était qualitatif, d'action participative, avec une approche expérientielle introspective. La population étudiée était composée de 16 étudiants qui ont effectué les travaux pratiques de laboratoire de zoologie et les rapports de journal. Les données ont été collectées à l'aide d'une liste de contrôle comprenant les catégories suivantes: compétences d'observation, formulation des objectifs, collecte des données, description des procédures, analyse des données et élaboration des références. Les résultats ont montré que les élèves ont développé des compétences en matière de recherche grâce à l'utilisation du journal, et qu'il leur a également permis de passer des connaissances quotidiennes aux connaissances scientifiques. Il est conclu que le journal est une ressource qui développe l'apprentissage des concepts, des procédures et favorise une attitude positive envers la zoologie chez les étudiants en biologie. Mots-clés: Stratégies méthodologiques; Journal intime; pratiques de laboratoire; zoologie

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3

Pobiner, Briana. "Zoology." American Biology Teacher 81, no. 6 (August 1, 2019): 454–56. http://dx.doi.org/10.1525/abt.2019.81.6.454b.

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4

Madang, Kodri, Mgs Muhammad Tibrani, and Lucia Maria Santoso. "Implementasi Model Problem Based Learning (PBL) yang Didukung Agen Pedagogi Terhadap Higher Order Thinking Skills (HOTS) dalam Pembelajaran Zoologi Invertebrata." BIODIK 5, no. 3 (December 27, 2019): 262–72. http://dx.doi.org/10.22437/bio.v5i3.7916.

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This study aims to determine the effect of Problem Based Learning supported by pedagogical agents (PBL-PA) on Higher Order Thinking Skills (HOTS) of preservice teachers in Invertebrate Zoology Learning. This study uses a quantitative approach applied to 77 preservice teacher participating in the Invertebrate Zoology lecture in Biology Education, FKIP, Universitas Sriwijaya in Academic Year 2018/2019. The method used is Quasi Experimental with Nonequivalent Control Group Design. Determination of the sample through Simple Random Sampling so that PBL-AP (26 people), PBL (26 people), and traditional classes (25 people). HOTS ability is measured through pretest and posttest with 25 multiple choice questions that have been tested for validity and reliability. Hypothesis testing using Analysis of Covariance (ANCOVA) uses the SPSS 23 program. The results of the study indicate that the PBL-PA Methos has a significant effectiveness on the HOTS ability of preservice teacher. Furthermore, the PBL-PA is better than the PBL and traditional method in improving HOTS ability of preservice teacher. The PBL-PA Mothod can increase learning motivation and make students confident in formulating problems well in the early syntax of PBL. Keywords: Pedagogical Agents , Higher Order Thinking Skills, Problem Based Learning, Invertebrate Zoology Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning yang didukung agen pedagogi (PBL-AP) terhadap Higher Order Thinking Skills (HOTS) mahasiswa calon guru dalam Pembelajaran Zoologi Invertebrta. Penelitian ini menggunakan pendekatan kuantitatif yang diterapkan terhadap 77 mahasiswa calon guru peserta Perkuliahan Zoologi Invertebrata di Prodi Pendidikan Biologi, FKIP, Unsri pada Tahun Akademik 2018/2019. Metode yang digunakan adalah Quasi Experimental dengan desain Nonequivalent Control Group Design. Penentuan sampel dengan cara Simple Random Sampling sehingga diperoleh kelas PBL didukung agen pedagogi (26 orang), kelas PBL (26 orang), dan kelas tradisional (25 orang). Kemampuan HOTS diukur melalui pre-test dan post-test dengan instrumen 25 soal pilihan ganda yang telah teruji validitas dan reliabilitanya. Uji hipotesis menggunakan Analysis of Covariance (ANCOVA) menggunakan program SPSS 23. Hasil penelitian menunjukkan bahwa Model PBL-AP memiliki pengaruh yang signifikan terhadap kemampuan HOTS mahasiswa calon guru. Selanjutnya, model PBL-AP lebih baik dari pada model PBL dan tradisional dalam meningkatkan kemampuan HOTS mahasiswa calon guru. Model PBL-AP dapat meningkatkan motivasi belajar dan membuat peserta didik percaya diri dalam merumuskan permasalahan dengan baik pada tahap awal sintaks PBL. Kata kunci: Agen Pedagogi, Problem Based Learning, Higher Order Thinking Skills, Zoologi Invertebrata

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5

Koene, Joris M. "Editorial: Zoology is dead, long live zoology!" Animal Biology 62, no. 4 (2012): 379–80. http://dx.doi.org/10.1163/15707563-00002403.

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6

Romano, Adriano Marcos, Hilton Marcelo de Lima Souza, and Josué Ribeiro da Silva Nunes. "CONTRIBUIÇÃO DO JOGO DIDÁTICO “CONHECENDO OS INVERTEBRADOS” PARA O ENSINO DE BIOLOGIA." Revista Prática Docente 5, no. 1 (May 1, 2020): 325–43. http://dx.doi.org/10.23926/rpd.2526-2149.2020.v5.n1.p325-343.id621.

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Resumo: No ensino de Biologia, o uso do método tradicional aliado a presença de conteúdos de difícil assimilação, tem sido um dos principais fatores que promovem a desmotivação dos estudantes. No entanto, o uso de jogos didáticos na escola pode contribuir para um aprendizado mais dinâmico e motivado. Este trabalho teve como objetivo avaliar a contribuição do jogo “Conhecendo os Invertebrados”, como instrumento didático e motivacional para o ensino sobre a referida temática. Um protótipo do jogo foi aplicado à professores de Biologia e alunos da terceira série do ensino médio. Logo após, ambos foram entrevistados com a finalidade de avaliar a presença de determinados elementos pedagógicos no jogo, bem como sua aceitabilidade e contribuição na aprendizagem sobre a temática, respectivamente. Modificações foram realizadas no jogo, conforme indicação dos professores entrevistados e este recurso didático demonstrou ser adequado e indicado para o Ensino Médio, caracterizando-se como uma ferramenta didática e divertida para o ensino sobre Zoologia na escola.Palavras-chave: Jogos didáticos; Ensino de zoologia; Zoologia de invertebrados. Abstract: In the teaching of Biology, the use of the traditional method allied to the presence of content of difficult assimilation, has been one of the main factors that promote the demotivation of students. However, the use of educational games in the school can contribute to a more dynamic learning, favoring motivation to learn. The objective of this work was to evaluate the contribution of the game "knowing the Invertebrates" as a didactic and motivational instrument for teaching about this theme". A prototype of the game was applied to biology teachers and students from the third grade of high school. Shortly after, both were interviewed in order to evaluate the presence of certain pedagogical elements in the game, as well as their acceptability and contribution to learning about the theme, respectively. Modifications were made in the game, as indicated by the professors interviewed and this didactic resource proved to be adequate and indicated for high school, characterizing itself as a didactic and entertaining tool for teaching about zoology in School.Keywords: Educational games, Zoology teaching, Invertebrate zoology.

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7

Werthein, Judi, and Javier Tellez. "Migratory Zoology." Review: Literature and Arts of the Americas 41, no. 2 (November 2008): 259–64. http://dx.doi.org/10.1080/08905760802402519.

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8

Boero, Ferdinando. "Reviewing zoology." Italian Journal of Zoology 77, no. 1 (March 2010): 1. http://dx.doi.org/10.1080/11250001003704154.

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9

Boero, Ferdinando. "Heavenly zoology." Italian Journal of Zoology 82, no. 4 (October 2, 2015): 459. http://dx.doi.org/10.1080/11250003.2015.1113731.

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10

Thornbury, Emily V. "Ælfric’s zoology." Neophilologus 92, no. 1 (June 9, 2007): 141–53. http://dx.doi.org/10.1007/s11061-007-9040-5.

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11

Riefani, Maulana Khalid. "VALIDITAS DAN KEPRAKTISAN PANDUAN LAPANGAN “KERAGAMAN BURUNG” DI KAWASAN PANTAI DESA SUNGAI BAKAU." Vidya Karya 34, no. 2 (January 2, 2020): 193. http://dx.doi.org/10.20527/jvk.v34i2.7578.

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Abstract. The control of the learning material needs to be supported by the availability of learning resources, media, learning tools, and selection of strategy accuracy. Direct interaction in the field can provide real experiences, motivate and enhance students' knowledge. Learning the concept of aves in the Vertebrate Zoology course still contains a small local material of wetland. The aim is to describe the validity of the field guide and activities of students for using the field guide. The field guide was developed based on the results of the study and validated by experts. The level of readability is tested, while practicality is seen from their activity. The validity of the field guide is very valid, while the readability test is very good. Products of field guides have been made interestingly, easily, and be able to be used by students. Keywords: validity, practicality, field guide, bird, vertebrate zoology Abstrak. Penguasaan materi perlu didukung ketersediaan sumber belajar, media, perangkat pembelajaran, dan pemilihan ketepatan strategi. Interaksi langsung di lapangan dapat memberikan pengalaman baru dan nyata, memotivasi dan meningkatkan pengetahuan peserta didik. Pembelajaran konsep aves pada matakuliah Zoologi Vertebrata yang dilakukan selama ini masih sedikit memuat materi lokal berbasis lahan basah. Tujuan penelitian untuk mendeskripsikan validitas panduan lapangan hasil pengembangan dan aktivitas peserta didik dalam menggunakannya. Panduan lapangan dikembangkan berdasarkan hasil penelitian dan divalidasi ahli. Tingkat keterbacaan diuji oleh peserta didik, sedangkan kepraktisan dilihat dari aktivitas dalam penggunaan. Validitas panduan lapangan termasuk sangat valid, sedangkan uji keterbacaan sangat baik. Produk pengembangan telah dibuat menarik, mudah dipahami dan digunakan peserta didik. Kata kunci: validitas, kepraktisan, panduan lapangan, burung, zoologi vertebrata

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12

SOUZA-DIAS, PEDRO G. B., NEUCIR SZINWELSKI, MARCOS FIANCO, ELLIOTT CENTENO DE OLIVEIRA, FRANCISCO DE A. G. DE MELLO, and EDISON ZEFA. "New species of Endecous (Grylloidea, Phalangopsidae, Luzarinae) from the Iguaçu National Park (Brazil), including bioacoustics, cytogenetic and distribution data." Zootaxa 4237, no. 3 (March 1, 2017): 454. http://dx.doi.org/10.11646/zootaxa.4237.3.2.

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In this study we describe two new species of cavicolous-straminicolous crickets for southern Brazil. Endecous chape n. sp. and E. naipi n. sp. are sympatric crickets that inhabit the Atlantic Semideciduous Forest of the Iguaçu National Park and adjacent areas. The descriptions were based on morphological characters, mainly from male genitalia and tegmina of adult males. Furthermore, we describe the chromosomes and the calling song of one of the new species, E. chape n. sp., presenting a discussion about the morphology of the phallic complex of Endecous and a distribution map for the species of the genus. The type-material is deposited in the Museu de Zoologia da Universidade de São Paulo (MZSP), and in the Coleção de Insetos do Departamento de Zoologia (Zoology Department Insect Collection), Universidade Estadual Paulista—UNESP—Botucatu campus.

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13

Bosch, Thomas C. G. "Is “zoology” dead?" Zoology 149 (December 2021): 125971. http://dx.doi.org/10.1016/j.zool.2021.125971.

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14

Chatzimanolis, Stylianos, and Adam J. Brunke. "Handbook of Zoology." Coleopterists Bulletin 72, no. 1 (March 23, 2018): 138. http://dx.doi.org/10.1649/0010-065x-72.1.138.

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15

Nicholls, Henry. "Zoology: Animal crackers." Nature 539, no. 7627 (November 2016): 29–30. http://dx.doi.org/10.1038/539029a.

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16

Gorny, Miecysaw, Leszek Grüm, Elsevier Amesterdam, and PWN Warsaqw. "Methods in Zoology." Soil Science 156, no. 5 (November 1993): 368. http://dx.doi.org/10.1097/00010694-199311000-00011.

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17

Genikhovich, Gregory. "Zoology www guide." Zoology 107, no. 1 (March 2004): 87–88. http://dx.doi.org/10.1016/j.zool.2004.02.002.

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Genikhovich, Gregory. "Zoology www guide." Zoology 107, no. 3 (September 2004): 259–60. http://dx.doi.org/10.1016/j.zool.2004.07.001.

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Anokhin, Boris, and Georg Hemmrich. "Zoology www guide." Zoology 108, no. 1 (March 2005): 75–76. http://dx.doi.org/10.1016/j.zool.2005.01.001.

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Hemmrich, Georg. "Zoology www guide." Zoology 108, no. 2 (June 2005): 179–80. http://dx.doi.org/10.1016/j.zool.2005.04.001.

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Kiko, Rainer, and Georg Hemmrich. "Zoology www guide." Zoology 108, no. 3 (September 2005): 257–58. http://dx.doi.org/10.1016/j.zool.2005.06.001.

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Hemmrich, Georg. "Zoology www guide." Zoology 109, no. 1 (February 2006): 84. http://dx.doi.org/10.1016/j.zool.2005.11.002.

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Brandis, Dirk, Lothar Menner, Andreas Allspach, and Michael Türkay. "Zoology www guide." Zoology 110, no. 2 (May 2007): 161–62. http://dx.doi.org/10.1016/j.zool.2006.12.001.

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24

New, T. R. "Zoology in court." Biological Conservation 65, no. 1 (1993): 89. http://dx.doi.org/10.1016/0006-3207(93)90202-c.

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25

Atkins, Peter Joshua. "Mythology or Zoology." biblical interpretation 24, no. 1 (January 12, 2016): 48–59. http://dx.doi.org/10.1163/15685152-00241p04.

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The challenge of Bible translation is often confounded by the uncertain identity of many of the animals and mythological creatures found in the text. This essay is an attempt to analyse why these creatures have complex, obscure translations and thereby complicate the passages they inhabit. Over time, this problematic translation of the biblical passages has been influenced by a variety of different historical and contextual factors; however, it has also interestingly influenced the readership of the biblical text. By focussing upon a couple of particularly intriguing words, this essay displays the impact that the process of translation has had upon the understanding of the biblical text.

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Bosch, Thomas C. G. "Zoology www guide." Zoology 104, no. 1 (January 2001): 75–76. http://dx.doi.org/10.1078/0944-2006-00008.

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Bosch, Thomas C. G. "Zoology www guide." Zoology 104, no. 2 (January 2001): 168. http://dx.doi.org/10.1078/0944-2006-00020.

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Bosch, Thomas C. G. "Zoology www guide." Zoology 105, no. 2 (January 2002): 175–76. http://dx.doi.org/10.1078/0944-2006-00061.

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Bosch, Thomas C. G. "Zoology www guide." Zoology 105, no. 3 (January 2002): 267–68. http://dx.doi.org/10.1078/0944-2006-00065.

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Bosch, Thomas C. G. "Zoology www guide." Zoology 106, no. 1 (January 2003): 85–86. http://dx.doi.org/10.1078/0944-2006-00089.

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Genikhovich, Gregory. "Zoology www guide." Zoology 106, no. 3 (January 2003): 249. http://dx.doi.org/10.1078/0944-2006-00118.

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32

Ehrenberg, Rachell. "Zoology: Moths' memories." Science News 173, no. 12 (September 30, 2009): 189. http://dx.doi.org/10.1002/scin.2008.5591731215.

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33

Andaya Rodríguez, Daimary, Larisa Espinosa Cruz, Arais Eloisa Almaguer García, and Yaritza Ávila Cutiño. "DESARROLLO DE LA DIMENSIÓN AMBIENTAL COMUNITARIA MEDIANTE ACTIVIDADES SOBRE LOMBRICULTURA DESDE LA DISCIPLINA ZOOLOGÍA EN LA CARRERA BIOLOGÍA." UNESUM-Ciencias. Revista Científica Multidisciplinaria. ISSN 2602-8166 2, no. 3 (January 26, 2019): 11–20. http://dx.doi.org/10.47230/unesum-ciencias.v2.n3.2018.99.

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RESUMENLa aplicación de la lombricultura en la formación de la ciudadanía ambiental contribuye al desarrollo de la dimensión ambiental comunitaria en el proceso docente educativo. El presente trabajo aborda la lombricultura como una opción ecológica para el desarrollo de la dimensión ambiental comunitaria desde la disciplina Zoología en los estudiantes de 3er año de la carrera Biología. Se utilizan métodos del nivel teórico y del nivel empírico para determinar la situación existente en los estudiantes, lo cual evidenció poco dominio de los contenidos relacionados con la lombricultura como una opción ecológica y modos de actuación inadecuados ante el cuidado y protección del medio ambiente, de la fauna en particular. Se presenta una propuesta de actividades para incorporar estos contenidos mediante el programa de la disciplina Zoología en los estudiantes del 3er año de la carrera Biología. Se tienen en cuenta los contenidos de la disciplina, las formas de organización docente así como el sistema de trabajo independiente.PALABRAS CLAVE: Lombricultura; dimensión ambiental comunitaria; humus de lombriz; educación ambiental.DEVELOPMENT OF THE COMMUNITY ENVIRONMENTAL DIMENSION THROUGH ACTIVITIES ABOUT LOMBRICULTURE FROM THE DISCIPLINE ZOOLOGY IN THE CAREER BIOLOGYABSTRACTThe application of the vermiculture in the formation of the environmental citizenship contributes to the development of the community environmental dimension in the educational process. The present work approaches the vermiculture like an ecological option for the development of the community environmental dimension from the discipline Zoology in the students of 3er year of the career Biology. Methods of the theoretical level are used and of the empiric level to determine the existent situation in the students, that which evidenced little domain of the contents related with the vermiculture like an ecological option and inadequate performance ways before the care and protection of the environment, of the fauna in particular. A proposal of activities is presented to incorporate this contents by means of the program of the discipline Zoology in the students of the 3er year of the career Biology. They are kept in mind the contents of this discipline, the forms of educational organization as well as the system of independent work.KEYWORDS: Vermiculture; community environmental dimension; worm humus; environmental education.

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Mansour, Naimah, and Muhammad Abdalnis. "Evolution of Modern Zoology." International Journal for Scientific Research 2, no. 11 (November 29, 2023): 166–76. http://dx.doi.org/10.59992/ijsr.2023.v2n11p7.

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Technology has contributed to the development of zoology, and the electron microscope has played an important role in many biological discoveries, as have oscilloscopes Binary isotopes, radiometry, digital photography and satellite images, PCR and DNA, and GPS systems, computers, and many of the technologies that worked on Progress in research fields in various branches of zoology has even contributed to finding solutions to some of the problems facing the environment in order to develop terrestrial and marine resources and preserve biodiversity It was the discovery and identification of Mendelian genetics, the structure of DNA, the code, instinct and animal behaviour Primitive and hybrid species, parthenogenetic forms of life, and new, previously unknown kingdoms of chemomorphology all had a positive impact on the development of zoology This paper discusses the development of zoology in the modern era. What distinguishes zoology is its impact on environmental balance and diversity preservation issues Organisms, ranging from restriction enzymes, the discovery of cloning, genetic engineering, and genetic control of decomposition states. Understanding metabolic pathways supports the need to address these topics with careful review, as we will see in this paper.

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35

Sudargo, Fransisca, and Hernawati Hernawati. "Analyses of using determination key on vertebrate zoology course to improve classification ability and concept atainment of biology education students." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 68–75. http://dx.doi.org/10.37134/jsspj.vol7.no1.6.2017.

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The aim of this study was to analyze the use of determination key on vertebrate zoology to improve classification ability and concept attainment of biology education students. Mixed method was used on this study that consist of both qualitative and quantitative analyses. Descriptive methods are used for qualitative analyses and the correlation methods for the quantitative analyses. Mixed method strategy by using triangulation concurrent because both qualitative and quantitative data were collected in the same time, and then compared to identify the convergence the differences or the combination of the data. The data analyses showed that by using the vertebrate zoology’s determination key, could increase the students’ classification ability and concept attainment of the students in Biology education department. The students’ classification ability on reasoning the facts and the base of zoology vertebrate matter were increase. The highest score is for the ability of concept attainment (74.2%). There were also the highest score on cognitive indicator of concept comprehension. The highest score were showed on concept applying (C3) that was 35.4 point. The high correlation between ‘classification ability’ and ‘concept attainment’ showed that there was positive impact on the use of the use of determination key toward concept attainment.

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Apra Santosa, Tomi, Abdul Razak, Azwir Anhar, and Ramadan Sumarmin. "Efektivitas Model Blended Learning Terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Zoologi di Era Covid-19." BIODIK 7, no. 01 (March 15, 2021): 77–83. http://dx.doi.org/10.22437/bio.v7i01.11708.

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The purpose of this study was to determine the differences between the blended learning and offline method models on student learning outcomes in the COVID-19 pandemic. The research used was experimental. The research subjects came from 5-semester biology tadris students of the 2019/2020 academic year IAIN Kerinci. Research instruments in the form of tests and questionnaires via a google form. The data analysis technique was in the form of the t-test with Minitab 19 software. To carry out the hypothesis test, the normality test and the homogeneity test had to be done first. The results showed that the blended learning model was effective in increasing student learning outcomes in the zoology course by an average of 68.16 to 83.42. and provide a significant effect of the blended learning model on student learning outcomes in zoology material. This can be seen from the p-value of 0.000 <0.05. The blended learning model is very good to be applied in schools even in universities where this learning model is able to improve student learning outcomes in the era of the COVID-19 pandemic. Abstrak. Tujuan penelitian ini mengetahui perbedaan model blended learning dan luring method terhadap hasil belajar biologi siswa pada pandemi COVID-19. Penelitian yang digunakan eksperimen. Subjek penelitian berasal dari mahasiswa tadris biologi semester 5 tahun ajaran 2019/2020 IAIN Kerinci. Instrumen penelitian berupa tes dan angket melalui google form. Teknis analisis data berupa uji t dengan sofware Minitab 19. Untuk melaksanakan uji hipotesis, maka harus dilakukan dahulu uji normalitas dan uji homegenitas data. Hasil penelitian menunjukan bahwa model blended learning efektif meningkatan hasil belajar mahasiswa pada mata kuliah zoologi dengan rata-rata 68.16 menjadi 83.42. dan memberikan pengaruh signifikan model blenden learning terhadap hasil belajar mahasiswa pada materi zoologi. Hal dapat dilihat dari nilai p-value 0.000 < 0.05. Model blended learning sangat baik untuk diterapkan di sekolah bahkan di perguruan tinggi dimana model pembelajaran ini mampu meningkatkan hasil belajar mahasiswa di era pendemi covid 19.

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ZOOTAXA, ZOOTAXA. "XX International Congress of Zoology (26-29 August, 2008)." Zootaxa 1576, no. 1 (September 5, 2007): 68. http://dx.doi.org/10.11646/zootaxa.1576.1.6.

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Held every four years, the International Congress of Zoology (ICZ) gives zoologists and professionals from all fields related to zoology the chance to come together to discuss the current status of zoology and to share ideas about future development of all its disciplines.

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Susanti, Baiq Hana. "PENGGUNAAN MEDIA ONLINE DALAM PROYEK PEMBUATAN BAHAN AJAR BERBASIS WEB PADA MATA KULIAH ZOOLOGI VERTEBRATA." EDUSAINS 11, no. 1 (June 28, 2019): 21–28. http://dx.doi.org/10.15408/es.v11i1.7728.

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DEVELOPMENT WEB BASED TEACHING MATERIALS ON VERTEBRATE CONCEPT AbstractThe study aimed to determine the profile of online media used in project web-based teaching materials in the Vertebrate Zoology course. This research was conducted on Biology Education program in the odd semester of academic year 2015/2016. The subject of this research is the students of Biology education program which in the odd semester take the Vertebrata Zoology courses totaling 25 people. The method used in the research is development with research design which consists of preliminary, development, and evaluation stage. Instrument in this research is in the form of evaluation material sheet by evaluator. The results showed that the average value given by the evaluator was 83, which entered into good category. Teaching materials developed by students vary widely. The teaching materials consist of wordpress (28%), wix (24%), webnode (16%), prezi (16%), other web and UIN Website respectively by 8%. This shows that students have been able to develop web-based teaching materials by utilizing the development of ICT. AbstrakPenelitian bertujuan untuk mendapatkan gambaran mengenai penggunaan media online dalam proyek pembuatan bahan ajar berbasis web pada matakuliah Zoology Vertebrata. Penelitian ini dilakukan pada program studi Pendidikan Biologi pada semester ganjil tahun ajaran 2015/2016. Subjek penelitian ini adalah mahasiswa program studi pendidikan Biologi yang pada semester ganjil mengambil mata kuliah Zoologi Vertebrata berjumlah 25 orang. Metode yang digunakan dalam penelitian adalah metode pengembangan dengan design penelitian terdiri dari tahap pendahuluan, pengembangan, dan evaluasi. Instrumen dalam penelitian ini berupa lembar penilaian bahan ajar oleh evaluator. Hasil penelitian menunjukkan nilai rata-rata yang diberikan oleh evaluator mendapatkan nilai 83 yang masuk kedalam kategori baik. Bahan ajar yang dikembangkan oleh mahasiswa sangat bervariasi. Bahan ajar tersebut terdiri dari wordpress (28%), wix (24%), webnode (16%), prezi (16%), web lainnya dan Website UIN masing masing sebesar 8%. Hal ini menunjukkan mahasiswa sudah mampu mengembangkan bahan ajar berbasis web dengan memanfaatkan perkembangan TIK.

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Fadhlillah, Firauz Ihsan, and Adibah Nurul Yunisya. "Folding Architecture Theme Analysis in the Interior of Bogor Zoology Mu-seum." Art, Design, and Built Environment Conference Series 1 (December 3, 2021): 17–20. http://dx.doi.org/10.33005/adbe.v1i.3.

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Bogor Zoology Museum was built based on the biodiversity in Indonesia, The place aim to be a conservation and also education center for the general public, especially for the students who want to know the biodiversity in Indonesia. The collection of this museum is quite a lot, to make those rooms efficiently, Bogor Zoology museum using concept of folding architecture. The concept of folding architecture itself focuses on the efficiency of the space folds – folds and aperture. But, with the increasing of the collection at the Bogor Zoology Museum making a shift. The function of the folding architecture is getting further and further away. The lack of the interest from the general public to visit this museum also one of the reasons for the increasingly distant of the vision and mission of the museum, so this research’s goals are to know how the efficient the collection in the Bogor Zoology Museum are, to know how the Museum handle of their collections, and give a solution for the Bogor Zoology museum to make a better place and not deviated from the goals of Bogor Zoology Museum itself. This research is using secondary data approaches, obtained from literature studies, also other scientific journals. And the use of narrative analysis techniques focus on an idea to communicated to all of relevant groups. And also with this technique it helps to understand and develop the analysis carried out at the Bogor Zoology Museum. And the expected result of this research is to readjust the concept of folding architecture in Bogor Zoology Museum in accordance with the goals of the founders of the Bogor Zoology Museum.

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Panchabagesan, P., and D. Sivakumar. "EFFECTIVENESS OF CONCEPT MAPPING STRATEGY ON STUDENTS’ ACHIEVEMENT IN ZOOLOGY AT THE HIGHER SECONDARY LEVEL." SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 9, no. 67 (November 1, 2021): 15912–19. http://dx.doi.org/10.21922/srjis.v9i67.8233.

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This study examined the effect of concept mapping teaching strategy on student’s achievement in zoology at XI standard students. It also examined the differential effect in achievement among zoology students. The study used two groups pretest-posttest equivalent-groups design, 50 students for adopting for the present research. Zoology Achievement Test (ZAT) developed by the researcher and validated by experts was used for the present study. Students taught using concept mapping strategy achieved higher scores and significantly better than those taught using conventional (lecture) method. The study recommended among other things that since concept mapping is found to be an effective strategy and enhanced achievement among zoology students, teachers of this subject should accept it as one of the strategies they can use in zoology classroom.

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Contributions to Zoology, Editors. "The new (XVIIIth) International Congress of Zoology Le nouveau (XVIIIme) Congrès International de Zoologie." Contributions to Zoology 67, no. 3 (1998): 222. http://dx.doi.org/10.1163/18759866-06703005.

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Hikamah, Siti Roudlotul, Suhadi Suhadi, Facthur Rochman, Nia Kurniawan, and Ibrohim Ibrohim. "The Effects of Using Varanus salvator Wildlife Monographs on Urban Students' Concept Understanding." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 7, no. 1 (January 29, 2022): 38. http://dx.doi.org/10.17977/jptpp.v7i1.15187.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p class="Abstrak"><strong>Abstract:</strong> This study aims to reveal the effects of using the wildlife monograph Varanus salvator on the conceptual understanding of urban students. This type of research is a quasi-experimental, one-group pre-test, and post-test design. The sample of this study was students at private universities in the Jember Regency, Indonesia who took the Vertebrate Zoology course in the even semester of the 2019/2020 academic year with total of 27 students. This research was conducted because of the findings from previous research that in private universities, books from the research results are still needed, especially those that discuss examples of wildlife species as a learning resource for Vertebrate Zoology course, especially in the reptile class. The research data were analysed using the class average normalized Gain score (N-gain score). The analysis results showed that the N-gain score was an average class of 0.71, which means that it was greater than the N-gain score of 0.7, in other words, g> 0.7. This means that the effect of using the wildlife monograph book V. salvatory on learning the Vertebrate Zoology Course is at high stage criteria. In addition, it was also informed that the results of the normalized average individual gain analysis (individual N-gain score), it was found that g> 0.7 was 11 students with high criteria, 0.3> g ≥ 0.7, a total of 16 students with medium criteria, and no students found g ≤ 0.3. This informs that the V. salvatory monograph can realize the conceptual understanding of the topic of lizards in urban students.</p><p class="Abstrak"><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengungkapkan pengaruh penggunaan monografi satwa liar Varanus salvator terhadap pemahaman konseptual mahasiswa perkotaan. Jenis penelitian ini adalah eksperimen semu, one-group pre-test, dan post-test design. Sampel penelitian ini adalah mahasiswa pada Perguruan Tinggi Swasta di Kabupaten Jember Indonesia yang mengambil mata kuliah Zoologi Vertebrata pada semester genap tahun ajaran 2019/2020 dengan jumlah 27 mahasiswa. Penelitian ini dilakukan karena adanya temuan dari penelitian sebelumnya bahwa di perguruan tinggi swasta masih diperlukan buku-buku hasil penelitian terutama yang membahas tentang contoh jenis satwa liar sebagai sumber belajar mata kuliah Zoologi Vertebrata khususnya pada kelas reptil. Data penelitian dianalisis dengan menggunakan rata-rata kelas Gain score ternormalisasi (N-gain score). Hasil analisis menunjukkan bahwa nilai N-gain merupakan rata-rata kelas sebesar 0,71, yang berarti lebih besar dari nilai N-gain sebesar 0,7 dengan kata lain g > 0,7. Artinya pengaruh penggunaan buku monografi satwa liar V. salvator terhadap pembelajaran mata kuliah Zoologi Vertebrata berada pada kriteria tingkat tinggi. Selain itu diinformasikan juga bahwa hasil analisis gain rata-rata individu ternormalisasi (individual N-gain score), didapatkan bahwa g>0,7 sebanyak 11 siswa dengan kriteria tinggi, 0,3>g 0,7, total 16 siswa dengan kriteria sedang, dan tidak ditemukan siswa yang g 0,3. Hal ini menginformasikan bahwa monografi V. salvator dapat mewujudkan pemahaman konseptual topik kadal pada mahasiswa perkotaan.<strong></strong></p></td></tr></tbody></table></div>

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Kano, Rokuro. "Spotlight Again on Zoology." TRENDS IN THE SCIENCES 1, no. 9 (1996): 75–77. http://dx.doi.org/10.5363/tits.1.9_75.

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Grigg, Gordon. "50 years in Zoology." Australian Zoologist 35, no. 2 (January 2010): 128–45. http://dx.doi.org/10.7882/az.2010.001.

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Kano, Rokurou. "Spotlight Again on Zoology." TRENDS IN THE SCIENCES 2, no. 12 (1997): 54–55. http://dx.doi.org/10.5363/tits.2.12_54.

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Hodgson, Alan. "Invertebrate Zoology (5th Edition)." South African Journal of Zoology 22, no. 4 (January 1987): 327. http://dx.doi.org/10.1080/02541858.1987.11448068.

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Pawlik, J. "INVERTEBRATE ZOOLOGY: Sorting Sponges." Science 299, no. 5614 (March 21, 2003): 1846b—1847. http://dx.doi.org/10.1126/science.1082916.

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Glausiusz, Josie. "Zoology: The animal inside." Nature 490, no. 7420 (October 2012): 340–41. http://dx.doi.org/10.1038/490340a.

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Pihlström, Henry. "Tetrapod zoology book one." Historical Biology 23, no. 4 (December 2011): 439–40. http://dx.doi.org/10.1080/08912963.2010.533949.

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Maderspacher, Florian. "Zoology: The Walking Heads." Current Biology 26, no. 5 (March 2016): R194—R197. http://dx.doi.org/10.1016/j.cub.2016.01.060.

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