Articoli di riviste: "Biochemistry – textbooks"

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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 e Claudio Andre Barbosa de Lira. "EXERCISE SCIENCE IN HIGH SCHOOL BIOLOGY TEXTBOOKS". Revista Brasileira de Medicina do Esporte 28, n. 4 (agosto 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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Vander Waal Mills, Kristyn E., Mark Gucinski e Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data". CBE—Life Sciences Education 18, n. 3 (settembre 2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally published (non-open) and open textbooks. We compared student outcomes, textbook utilization methods, and perceptions of textbooks in these courses. In generalized linear statistical models, book type (open vs. non-open) did not significantly influence measured student outcomes. Additionally, survey results found that students and faculty perceived the open textbook as equal in quality to other textbooks. However, results also suggested that student textbook use did not always align with faculty expectations. For example, 30% of students reported reading their textbooks compared with 85% of faculty expecting students to read the textbook. Finally, faculty who implemented open textbooks expected the textbook to be used more often for reference and review compared with faculty who use traditional textbooks.

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Vella, F. "Biochemistry textbooks for effective learning". Biochemical Education 20, n. 1 (gennaio 1992): 17–19. http://dx.doi.org/10.1016/0307-4412(92)90006-8.

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Rocha, C. E. S., M. D. Büttenbender, E. L. G. Denardin e R. Roehrs. "BIOCHEMISTRY APPROACH IN BOOKS APPROVED BY THE NATIONAL BOOK TEACHING PROGRAM 2015". Revista de Ensino de Bioquímica 13 (24 agosto 2015): 32. http://dx.doi.org/10.16923/reb.v13i2.600.

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INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio - Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry - Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.

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Padian, Kevin, e Nicholas Matzke. "Darwin, Dover, ‘Intelligent Design’ and textbooks". Biochemical Journal 417, n. 1 (12 dicembre 2008): 29–42. http://dx.doi.org/10.1042/bj20081534.

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ID (‘intelligent design’) is not science, but a form of creationism; both are very different from the simple theological proposition that a divine Creator is responsible for the natural patterns and processes of the Universe. Its current version maintains that a ‘Designer’ must intervene miraculously to accomplish certain natural scientific events. The verdict in the 2005 case Kitzmiller, et al. v. Dover School District, et al. (in Harrisburg, PA, U.S.A.) was a landmark of American jurisprudence that prohibited the teaching of ID as science, identified it as religiously based, and forbade long-refuted ‘criticisms of evolution’ from introduction into public school classes. Much of the science of the trial was based on biochemistry; biochemists and other scientists have several important opportunities to improve scientific literacy and science education in American public schools (‘state schools’) by working with teachers, curriculum developers and textbook writers.

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Widyaningrum, Diyah Ayu, e Erfitra Rezqi Prasmala. "Pengembangan Buku Ajar Biokimiamodel Problem Based Learning Untuk Meningkatkan Minat Membaca dan Hasil Belajar Mahasiswa Program Studi Pendidikan Biologi IKIP Budi Utomo Malang". Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 22, n. 2 (11 settembre 2018): 130–32. http://dx.doi.org/10.33503/paradigma.v22i2.494.

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Based on observations and interviews with researchers lecturer of Biochemistry at the IKIP Budi Utomo Malang. The other problem is there are no print instructional materials that accommodate the needs of students. During learning less associate professor with the problems that exist around the student so that the existing textbooks are less able to encourage students to read. The consequences of the most visible problem is the low student results on the concepts learned in the course of Biochemistry. Based on observations, researcher proposes to compile Biochemistry teaching materials by using models Problem Based Learning (PBL). This research is the development of research. The development of this textbook refers Thiagarajan development model consisting of four stages. Based on the results of the research, the results of expert validation material for textbook Biochemistry shows the average percentage of 89,3 with the criteria very good. Media expert validation results of the textbook Biochemistry shows the average percentage of 78,7 with both criteria. Results of the validation practitioners to textbook Biochemistry lecturer shows the average percentage of 95 criteria very good. Legibility on student test results overall show that the textbook Biochemistry with a percentage of 95 indicates the criteria very good. Biochemistry textbook can increase interest in reading and learning outcomes of students on test readability.

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Rocha, C. E. S., M. D. Büttenbender e R. Roehrs. "THE PRESENCE OF BIOCHEMISTRY EXPERIMENTS IN TEXTBOOKS". Revista de Ensino de Bioquímica 13 (24 agosto 2015): 19. http://dx.doi.org/10.16923/reb.v13i2.587.

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INTRODUCTION: Being present in high school in chemistry and biology disciplines, biochemistry is to explain the chemical and biological reactions in cells. His concepts are seen as abstract and difficult to understand and can be contextualized through experimentation. Experimentation is used in the classroom to allow students to view the applicability of the contents through observation, creating hypotheses, discussion and conclusions. OBJECTIVES: The aim of this study was to evaluate the presence of experimentation in biochemistry content in high school books. MATERIALS AND METHODS: In this way, it was analyzed the presence of experimental activities in the textbooks approved by the National Textbook Plan 2015 "Biology 1", authored by César da Silva Junior, Sezar Sasson and Nelson Caldini Junior, and in the book " Chemistry - Volume 3 "by Martha Reis. RESULTS: At the end of the unit where the biochemical concepts are covered in the book "Biology 1" is presented an interdisciplinary project called "Enzymes - chemical tools of life" that proposes four experiments on catalase, pH and contact surface enzyme-substrate. They are easy activities to be implemented with affordable materials. Already at the Chemistry book, when addressing the biochemistry there is only one proposal for experimental activity called "Glycolic Extract of milk proteins". In this case, we need materials like food processor and enameled pots, which can hinder your performance in virtual classes, however, the experiment is easy to perform. Both books contain questions after the experimental proposals enhancing the questioning of the activities and understanding the contents addressed. CONCLUSIONS: The present experimental activities in the textbooks are mostly easy to apply and is not required sophisticated equipment of Sciences laboratories. It also allows the contextualization of theory and practice enhancing the process of teaching and learning with the proposals made.

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Jung, Hye-Yun, Jin-Ho Jung e Kyeong-Hwa Lee. "Analyzing Tasks in the Geometry Area of 7th Grade of Korean and US Textbooks from the Perspective of Mathematical". Korean School Mathematics Society 23, n. 2 (30 giugno 2020): 179–201. http://dx.doi.org/10.30807/ksms.2020.23.2.001.

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The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries’ textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries’ textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.

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Evered, D. F. "Practical biochemistry textbooks from 1900 to 1950". Biochemical Education 16, n. 3 (luglio 1988): 147–48. http://dx.doi.org/10.1016/0307-4412(88)90187-2.

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Nachrizanti, Shania Aurora, e Nani Aprilia. "CONFORMITY ANALYSIS OF CELL TOPICS IN BIOLOGY TEXTBOOK FOR 11TH GRADERS WITH THE BASIC COMPETENCIES OF CURRICULUM 2013". Jurnal Penelitian Pendidikan IPA 7, n. 2 (31 dicembre 2022): 81–87. http://dx.doi.org/10.26740/jppipa.v7n2.p81-87.

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Textbooks are prepared to help teachers convey material to students in class easily. The textbook must meet the needs of students in its presentation by considering the suitability of the content of the material with the basic competencies to be achieved. This study aims to determine the level of conformity between the cell topics in the biology textbook for class XI and the basic competencies of the curriculum 2013 in terms of the breadth and depth of the material. This research is a quantitative descriptive study by analyzing the biology textbook for class XI from Erlangga and Yudhistira. The data collection technique used is observation using the observation sheet. The data analysis used descriptive quantitative. At the data analysis stage, it was carried out by several reviewers consisting of researchers, colleagues, and high school teachers in a Focus Group Discussion (FGD). The results showed that the suitability of the topic of cell in terms of the breadth of the material in textbooks A and B obtained a percentage of 75%. While the suitability of the content in terms of the depth of the material, the results obtained are 95.83% in textbook A and 83.33% in textbook B. It is because textbook A only fulfills 23 of the total 24 scores. Meanwhile, textbook B only fulfills 20 of the total 24 scores. Based on the study results, it can be concluded that the level of material breadth in textbooks A and B have an appropriate category. On the other hand, the level of material depth in textbook A and textbook B has a very appropriate category.

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Wood, Sara, Jeremiah A. Henning, Luoying Chen, Taylor McKibben, Michael L. Smith, Marjorie Weber, Ash Zemenick e Cissy J. Ballen. "A scientist like me: demographic analysis of biology textbooks reveals both progress and long-term lags". Proceedings of the Royal Society B: Biological Sciences 287, n. 1929 (24 giugno 2020): 20200877. http://dx.doi.org/10.1098/rspb.2020.0877.

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Textbooks shape teaching and learning in introductory biology and highlight scientists as potential role models who are responsible for significant discoveries. We explore a potential demographic mismatch between the scientists featured in textbooks and the students who use textbooks to learn core concepts in biology. We conducted a demographic analysis by extracting hundreds of human names from common biology textbooks and assessing the binary gender and race of featured scientists. We found that the most common scientists featured in textbooks are white men. However, women and scientists of colour are increasingly represented in contemporary scientific discoveries. In fact, the proportion of women highlighted in textbooks has increased in lockstep with the proportion of women in the field, indicating that textbooks are matching a changing demographic landscape. Despite these gains, the scientists portrayed in textbooks are not representative of their target audience—the student population. Overall, very few scientists of colour were highlighted, and projections suggest it could take multiple centuries at current rates before we reach inclusive representation. We call upon textbook publishers to expand upon the scientists they highlight to reflect the diverse population of learners in biology.

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Wahlberg, Sara J., e Niklas M. Gericke. "Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks’ Descriptions of Protein Synthesis: A Matter of Context?" CBE—Life Sciences Education 17, n. 3 (settembre 2018): ar51. http://dx.doi.org/10.1187/cbe.17-12-0274.

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This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term “conceptual demography” refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.

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Finby, Brooks, Laurie J. Heyer e A. Malcolm Campbell. "Data‐rich textbook figures promote core competencies: Comparison of two textbooks". Biochemistry and Molecular Biology Education 49, n. 3 (9 gennaio 2021): 392–406. http://dx.doi.org/10.1002/bmb.21488.

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Rocha, C. E. S., M. D. Büttenbender, E. L. G. Denardin e R. Roehrs. "The Biochemistry Over 20 Years In The High School Textbooks". Revista de Ensino de Bioquímica 12, n. 1 (29 agosto 2014): 77. http://dx.doi.org/10.16923/reb.v12i1.338.

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Cornish-Bowden, Athel. "Of the making of books: Biochemistry textbooks: are they getting better?" Biochemist 29, n. 5 (1 ottobre 2007): 16–18. http://dx.doi.org/10.1042/bio02905016.

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When I was a young lecturer at Birmingham in the 1970s each student had to write a review of a book chosen from a list of four or five possibilities during the summer vacation after completing the second year of biochemistry. At least half of them chose to write about the same book, always saying how clear and understandable it was. After 2 or 3 years of reading these essays I decided that I ought to read it myself, and found it to fall far short of what I expected. Still available more than 30 years later, it is not the worst book on biochemistry ever written, but it is cheap and short, and has sold many thousands of copies. I started asking students who had reviewed it favourably to check some factual information with me. It would have been too easy to choose a topic that I know well, such as enzyme kinetics, or one that everyone finds difficult, such as thermodynamics; however, I usually chose to look at the stereochemistry of simple sugars, a subject where I have no more knowledge than every teacher of biochemistry can be expected to have. With a little coaxing (or in some cases a lot) they were then able to find the mistakes in the use of the Fischer convention, in the meanings of the stereo chemical prefixes and their relationship (or lack of one) to the polarization of light, and so on, and I told them to reread the whole book in a proper critical spirit.

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Donald, Voet. "Biochemistry and Molecular Biology Education (BAMBED)". Revista de Ensino de Bioquímica 2, n. 2 (15 maggio 2004): 1. http://dx.doi.org/10.16923/reb.v2i2.133.

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Biochemistry and Molecular Biology Education (BAMBED is a journal that is a publication of the In-ternational Union of Biochemistry and Molecular Biology (IUBMB) and is published by the AmericanSociety of Biochemistry and Molecular Biology (ASBMB). BAMBED, as its name indicates, publishesarticles of interest to educators in biochemistry and molecular biology. These include invited reviewson subjects not yet in textbooks, discussions of curricular development, new laboratory exercises,and articles on educational research. BAMBED also publishes Features on Problem-Based Learning(PBL), Biotechnology Education, and Multimedia in Biochemistry and Molecular Biology Educati-on. An important aspect of these articles is that their educational eectiveness must be assessed. Ishall discuss in greater detail the types of articles that BAMBED publishes and the criteria used foraccepting them for publication. Conference attendees are encouraged to submit articles to BAMBED.

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Etcheverria et al, K. W. M. "The qualitative analysis of biochemical content in textbooks of elementary school". Revista de Ensino de Bioquímica 13 (24 agosto 2015): 20. http://dx.doi.org/10.16923/reb.v13i2.588.

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Introduction: Biochemistry is the science that deals with the metabolic functions of living beings. In its concepts, it uses chemistry and biology to study the interactions of organisms with the environment. For basic education students is often complex the association of biochemistry with their daily lives, especially in elementary school where they have their first contact with science in school and the didactic book will serve as an important tool for research. Thus, this work aims to analyze qualitatively content related to biochemistry in science books of the final years of elementary school. Methods: We analyzed six science books used in elementary school, and the following criteria were examined: clarity and language presented on the inserted content; resolutions and images shown subtitles, and interdisciplinarity of matters. Results and discussion: The books of the sixth and fifth years were those who achieved the expected learning goals. The first of then made a very good presentation of the content and the images, addressing the subject in an interdisciplinary way. However, the second one is well below in the analyzed criteria, bringing the matter in a vague writing, and failing in associate the content with other assumptions themes. The images had a very low quality and their explanations were difficult to associate. Conclusion: We can say that the biochemistry content are complex, however its development from the beginning of primary education contributes to overcoming the complexity of their understanding. The analysis of the books brought a result that was expected. Only one book had significantly positive results in all analyzed characteristics, the other books had some very good aspects, but in several details, they were vague and poorly contextualized. Approaching the school sciences to the student every day we can demystify scientific knowledge and its production.

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Han, Zhiyong, e Mark S. Elliott. "Neglected issues concerning teaching human adrenal steroidogenesis in popular biochemistry textbooks". Biochemistry and Molecular Biology Education 45, n. 6 (19 maggio 2017): 469–74. http://dx.doi.org/10.1002/bmb.21069.

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Yang, Seong Hyun. "A View on the Diversity of the Word and Mathematical Notation Expression Used in High School Mathematics Textbooks". Korean School Mathematics Society 20, n. 3 (30 settembre 2017): 211–37. http://dx.doi.org/10.30807/ksms.2017.20.3.001.

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Depending on the type of textbook, the word and mathematical notation expression used in high school mathematics textbooks varied and there were also some differences on the mathematical definition and the content description methods. Not only the composition of textbooks but also various expressing ways of textbooks have significant impacts on teaching and learning of teacher and student. The diversity of expression had pros and cons like both sides of a coin. There is a positive aspect that we can pursue pedagogical diversity. Simultaneously there is a negative aspect that the possibility of acting as a learning burden exists in the viewpoint of the student and the equality of evaluation may be undermined. In this study, Preferentially we focused on analyzing the actual situation rather than judging what is more appropriate about the diversity of words and notation expressions used in mathematics textbooks which is based on the current curriculum. For this purpose, we analyzed 56 kinds of mathematics textbooks based on the 2009 revised mathematics curriculum, and presented four aspects(terms expressing, notations expression, mathematical definition, content description method) with examples about differences of the various expressions used in textbooks including ‘terms and notations’.

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Vella, F. "Biochemical topics in biology textbooks". Biochemical Education 22, n. 1 (gennaio 1994): 1–2. http://dx.doi.org/10.1016/0307-4412(94)90125-2.

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Kim, Somin. "Analyzing Tasks in the Statistics Area of Korean and Singaporean Textbooks from the Perspective of Mathematical Modeling: Focusing on 7th Grade". Korean School Mathematics Society 24, n. 3 (30 settembre 2021): 283–308. http://dx.doi.org/10.30807/ksms.2021.24.3.003.

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This study aims to analyze statistical tasks in Korean and Singaporean textbooks with the mathematical modeling perspective and compare the learning contents and experiences of students from both countries. I analyzed mathematical modeling tasks in the textbooks based on five aspects: (1) the mathematical modeling process, (2) the data type, (3) the expression type, (4) the context, and (5) the mathematical activity. The results of this study show that Korean and Singaporean textbooks provide the highest percentage of the “working-with-mathematics” task, the highest percentage of the “matching task,” and the highest percentage of the “picture” task. The real-world context and mathematical activities used in Korean and Singaporean textbooks differed in percentage. This study provides implications for the development of textbook tasks to support future mathematical modeling activities. This includes providing a balanced experience in mathematical modeling processes and presenting tasks in various forms of expression to raise students’ cognitive level and expand the opportunity to experience meaningful mathematizing. In addition, it is necessary to present a contextually realistic task for students’ interest in mathematical modeling activities or motivation for learning.

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Azzi, Angelo, e Jean-Marc Zingg. "Vitamin E: Textbooks require updating". Biochemistry and Molecular Biology Education 33, n. 3 (maggio 2005): 184–87. http://dx.doi.org/10.1002/bmb.2005.494033032451.

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Orgill, MaryKay, e George M. Bodner. "An analysis of the effectiveness of analogy use in college-level biochemistry textbooks". Journal of Research in Science Teaching 43, n. 10 (2006): 1040–60. http://dx.doi.org/10.1002/tea.20129.

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Hasanah, Qomariah, e Edi Ansyah. "Learning Difficulties and Learning Expected by Students in the Biochemistry Course at Department of Science Education UIN Fatmawati Sukarno Bengkulu". Tadbir : Jurnal Studi Manajemen Pendidikan 6, n. 1 (9 giugno 2022): 1. http://dx.doi.org/10.29240/jsmp.v6i1.4541.

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Biochemistry is a science that has a broad scope of material regarding the chemical-biological and chemical-physiological processes of living things. Biochemistry material that tends to be abstract with pictures and schematics makes it difficult for students to understand biochemistry. The research purpose is to analyze the students' learning difficulties in studying biochemical material and find solutions. The analysis data were obtained through a short questionnaire using the Google form. The research subjects were 40 students of Department of Science Education at UIN Fatmawati Sukarno Bengkulu who had taken courses related to biochemistry. The data were analyzed using the percentage technique. The results showed that the learning difficulties experienced by students regarding the subject matter of Biochemistry were about biochemical terms, molecular structures, metabolic pathways, and biochemical processes. The students learn biochemistry dominated by group discussion methods and lecturer explanations and assisted by video and image explanations. Learning sources in exploring biochemical material are through the internet (scientific articles, videos, pictures), discussions with lecturers, colleagues, and textbooks. To overcome the problem of student learning difficulties, it is necessary to use simple language, deliver sequential material, develop e-module teaching materials, and link biochemical materials in everyday life.

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Kim, Somin, e Jong-hak Lee. "An Analysis of Methods for Teaching Bar and Line Graphs in Elementary Mathematics Textbooks". Korean School Mathematics Society 23, n. 3 (30 settembre 2020): 259–76. http://dx.doi.org/10.30807/ksms.2020.23.3.002.

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The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the units on bar graphs and line graphs in mathematics textbooks for each curriculum from the fifth curriculum to the 2015 revised curriculum and investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the detailed timing of teaching bar and line graphs was almost unchanged as the curriculum progressed. In addition, the use of technology was not actively implemented in school statistics although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant concepts in statistics. On the basis of the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.

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Bouacha, Nour el Houda. "Is the Textbook Enslaving or Empowering Teachers? Insights from an Algerian Perspective". International Journal of Membrane Science and Technology 10, n. 2 (19 ottobre 2023): 2203–14. http://dx.doi.org/10.15379/ijmst.v10i2.2788.

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Given that studies on how teachers use teaching materials in second and foreign-language classroom contexts are scarce, this exploratory study seeks to contribute to an under-researched area of material use by exploring teachers’ interpretation of their English textbooks and the rationale behind it. More specifically, the paper reports the findings of a small-scale study involving three secondary school teachers in Algeria who use the same textbook materials. Using a qualitative case-study design, classroom observations were undertaken and semi-structured interviews were conducted with the participant teachers to explore how they use the textbook materials and why. The findings revealed that although teachers were restricted by a standard-based textbook, their flexible and creative use of the same materials was molded by their own beliefs, knowledge and analysis of learners’ profiles which all accumulated to determine how they enacted the textbook in the classroom. the paper also put forward several recommendations for different stakeholders (teachers, teacher trainers, textbook designers, and decision-makers).

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Green, Michael H. "Are Fatty Acids Gluconeogenic Precursors?" Journal of Nutrition 150, n. 9 (11 luglio 2020): 2235–38. http://dx.doi.org/10.1093/jn/nxaa165.

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ABSTRACT It is widely accepted that the tricarboxylic acid (TCA) cycle is a critical partner for gluconeogenesis (GNG) in hepatocytes. Although researchers in the 1950s showed, using radiolabeled long-chain fatty acids, that acetate derived from fatty acid β-oxidation contributes carbon to glucose, fatty acids are not included on lists of gluconeogenic precursors in many textbooks of biochemistry and nutritional biochemistry. Here, by following the flow of carbon atoms through the mitochondrial TCA cycle and into cytosolic GNG, it is shown that carbons in acetyl-CoA derived from fatty acid β-oxidation will be found in glucose. Specifically, it is evident that, after the condensation of acetyl-CoA and oxaloacetate (OAA) to make citrate at the start of the TCA cycle, the 2 carbons lost from the cycle as carbon dioxide come from OAA, not acetyl-CoA. Carbons from acetyl-CoA are retained as the cycle progresses toward malate, and when malate exits the mitochondrion for GNG, carbons that originated in acetyl-CoA and OAA are found to contribute equally to glucose. With influx of other critical precursors into the TCA cycle and efflux of malate into the cytosol for GNG, the TCA cycle is in balance. During fasting-induced GNG, there is a net gain of glucose in glucogenic cells; however, the fact that there is no net gain in the TCA cycle is irrelevant as far as precursors are concerned. Given the physiological importance of fat as a source of reserve energy, and knowing that some cell types rely on glucose as their primary supplier of energy, a role for fatty acids in glucose production aligns both with intuition and with evidence provided by a careful look at the biochemistry and older isotope studies. Hopefully, subsequent editions of textbooks will list fatty acids among the gluconeogenic precursors.

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Young, Jerry W., Earl Shrago e Henry A. Lardy. "Citrate transport: are the textbooks in error?" Trends in Biochemical Sciences 12 (gennaio 1987): 423–24. http://dx.doi.org/10.1016/0968-0004(87)90203-9.

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Kim, Changil, e Youngju Jeon. "A Didactical Analysis on the Degree of Freedom". Korean School Mathematics Society 23, n. 3 (30 settembre 2020): 239–57. http://dx.doi.org/10.30807/ksms.2020.23.3.001.

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Abstract (sommario):

This study aims to help statistical education in the statistical curriculum and in school mathematics through the didactical discussion on degree of freedom. To this end, the degree of freedom to academic knowledge, the degree of freedom in the curriculum centered on textbooks, and students' understanding of degree of freedom were analyzed. The results show that (1) discussions on whether to include degree of freedom in the curriculum are required; (2) we need to reconsider the current way textbooks are described; (3) there should be didactical analysis to help understand the concept of degree of freedom; (4) the current textbook learning environment is found to have limitations in learning the concept of degree of freedom; (5) a didactical check of sampling distribution such as sample mean, sample variance, and sample standard deviation is required. And two implications were obtained. First, It is the emphasis on inference statistics education in the curriculum. Second, careful consideration is needed for the introduction of t-distribution curriculum.

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Ku, Nayoung, Eunyoung Song, Eunjeong Choi e Kyeong-Hwa Lee. "A Study on Changes of the Textbooks due to the shift of Pythagorean Theorem". Korean School Mathematics Society 23, n. 3 (30 settembre 2020): 277–97. http://dx.doi.org/10.30807/ksms.2020.23.3.003.

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The purpose of this study is to understand how the shift of the Pythagorean theorem influenced the representation of irrational numbers in the 3rd grade textbook of 2015 revised mathematics curriculum by irrational representation analysis. Specifically, the changes in the representation of irrational numbers were examined in two aspects based on the historical context of irrational numbers and the teaching and learning methods of the 2015 revised mathematics curriculum. First, we analyzed the learning opportunities related to the existence of irrational numbers that are potentially provided by treating irrational numbers as geometric representations in textbooks, and confirmed that Pythagorean theorem is used when geometric representations are used. Next, we analyzed opportunities to recognize the necessity of irrational numbers provided by numerical representations of irrational numbers. This study has significance in that it confirmed the possibility and limitation of learning opportunities related to the existence and necessity of irrational numbers that are potentially provided by changes in irrational number representations in the 2015 revised textbooks.

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Lee, Daehyun. "Analysis on Contents and Problem solving methods of Fraction Division in Korean Elementary Mathematics Textbooks". Korean School Mathematics Society 25, n. 2 (30 giugno 2022): 105–24. http://dx.doi.org/10.30807/ksms.2022.25.2.001.

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The contents of fraction division in textbooks are important because there were changes in situations and problem solving methods in textbooks according to the revision of the curriculum and the contents of textbooks affect students' learning directly. So, this study analyzed the achievement standards of the curriculum and formula types and situations, and the introduction process of non-standard and standard algorithms presented in Korean mathematics textbooks. The results are follows: there was little difference in the achievement standards of the curriculum, but there was a difference in the arrangement of contents by grades in textbooks. There was a difference in the types of formula according to textbooks. And the situation became more diverse; recent textbooks have changed to the direction of using the non-standard and the standard algorithm in parallel. In conclusion, I proposed categorizing rather than splitting the types of fraction division, the connection of non-standard and standard algorithm, and the need to prepare methods to pursue generalization and justification according to the common characteristics in the process of introducing standard algorithm.

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Afrahamiryano, Afrahamiryano. "Analisis Faktor-Faktor Kesulitan Pembelajaran Online Mata Kuliah Biokimia di Masa Pandemi COVID-19". Eduscience Development Journal (EDJ) 2, n. 1 (31 agosto 2021): 1–6. http://dx.doi.org/10.36665/edj.v2i1.354.

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The distance learning system implemented by all universities during the Covid-19 pandemic has a number of challenges for lecturers and students. This article describes empirically the application of online learning in the Biochemistry course, Biology Education study program, Mahaputra Muhammad Yamin University. This pandemic has brought a paradigm shift in learning, namely developing and empowering various media in the learning environment, one of which is the internet facility. The results showed that the use of the internet as a learning medium in general was able to increase student learning motivation in taking Biochemistry courses, but on the other hand it created a dilemma where students had difficulty understanding concepts. This is due to the limited means of supporting the learning process such as textbooks. Difficulties are also experienced by lecturers, this difficulty creates a pleasant learning atmosphere in the midst of limited facilities and learning facilities and infrastructure.

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Jonsson, Amanda L., Mark A. J. Roberts, J. L. Kiappes e Kathryn A. Scott. "Essential chemistry for biochemists". Essays in Biochemistry 61, n. 4 (26 settembre 2017): 401–27. http://dx.doi.org/10.1042/ebc20160094.

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Within every living organism, countless reactions occur every second. These reactions typically occur more rapidly and with greater efficiency than would be possible under the same conditions in the chemical laboratory, and while using only the subset of elements that are readily available in nature. Despite these apparent differences between life and the laboratory, biological reactions are governed by the same rules as any other chemical reaction. Thus, a firm understanding of the fundamentals of chemistry is invaluable in biochemistry. There are entire textbooks devoted to the application of chemical principles in biological systems and so it is not possible to cover all of the relevant topics in depth in this short article. The aim is instead to provide a brief overview of those areas in chemistry that are most relevant to biochemistry. We summarize the basic principles, give examples of how these principles are applied in biological systems and suggest further reading on individual topics.

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孙, 海义. "Research on the Construction of Three Dimensional New Form Textbooks Based on “Internet plus”—Taking “New Engineering” Engineering Mathematics Textbooks as an Example". Creative Education Studies 12, n. 03 (2024): 232–37. http://dx.doi.org/10.12677/ces.2024.123157.

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Gaster, Barak. "The slow diffusion of the DNA paradigm into biology textbooks". Trends in Biochemical Sciences 15, n. 8 (agosto 1990): 325–27. http://dx.doi.org/10.1016/0968-0004(90)90023-5.

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LINDER, M., e P. WEIGEL. "A balanced equation for gluconeogenesis: are the textbooks all wet?" Trends in Biochemical Sciences 11, n. 5 (maggio 1986): 200–201. http://dx.doi.org/10.1016/0968-0004(86)90003-4.

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Simon, Sharotka M., Helen Meldrum, Eric Ndung’u e Fred D. Ledley. "Representation of Industry in Introductory Biology Textbooks: A Missed Opportunity to Advance STEM Learning". CBE—Life Sciences Education 17, n. 4 (dicembre 2018): ar61. http://dx.doi.org/10.1187/cbe.17-03-0057.

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The majority of students who enroll in undergraduate biology courses will eventually be employed in non-STEM (science, technology, engineering, and mathematics) business occupations. This work explores how representations of industry in undergraduate biology textbooks could impact STEM learning for these students and their ability to apply this learning in their chosen work. We used text analysis to identify passages with references to industry in 29 textbooks. Each passage was categorized for relevance to health or environment, for implied positive or negative connotations, and for descriptions of synergy or conflict between science and industry. We found few passages describing applications of STEM learning in non-STEM business occupations and a paucity of content to support context-based learning for students aiming at business careers. A significant number of passages embodied negative connotations regarding industry. Notable passages highlighted irregular or fraudulent business practices or included simplistic caricatures of business practice. We discuss how the representation of industry in these textbooks may impact student engagement, context-based learning, the ability of students to critically apply STEM learning in industry or business occupations, and heuristics that guide intuitive perceptions about the intersection between science and industry.

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Williams, Avery A., Seth D. Dobson e Kathleen M. Muldoon. "Do Medical School Textbooks Accurately Represent Public Health Concerns? Addressing Discrepancies between References in Textbooks and the Actual Prevalence of Five Congenital Disorders". FASEB Journal 34, S1 (aprile 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.04157.

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汪, 冰洁. "Comparative Analysis of High School Mathematics Textbook Exploration Activities from an Interdisciplinary Perspective—Taking People’s Education Press and Jiangsu Education Press Textbooks as Examples". Creative Education Studies 11, n. 12 (2023): 3683–89. http://dx.doi.org/10.12677/ces.2023.1112538.

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Fimbres, D. Porras, C. Rundle, C. Presley e C. Stamey. "680 Representation of fitzpatrick skin phototype in dermatology surgical textbooks". Journal of Investigative Dermatology 142, n. 8 (agosto 2022): S117. http://dx.doi.org/10.1016/j.jid.2022.05.691.

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Doumas, Basil T. "The Evolution of Clinical Chemistry as Reflected in Textbooks Published in the United States". Clinical Chemistry 44, n. 11 (1 novembre 1998): 2231–33. http://dx.doi.org/10.1093/clinchem/44.11.2231.

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Zambrano, Jeanette, Garam Ann Lee, Christina C. Leal e Dustin B. Thoman. "Highlighting Prosocial Affordances of Science in Textbooks to Promote Science Interest". CBE—Life Sciences Education 19, n. 3 (settembre 2020): ar24. http://dx.doi.org/10.1187/cbe.19-09-0176.

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Science stereotypes include robust beliefs that science fields lack opportunities to fulfill prosocial goals. These beliefs reduce student interest in science-especially for racial/ethnic minorities. Highlighting the prosocial utility value of science in textbooks can change these beliefs to promote undergraduate student interest.

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Ort, Donald R., e Norman E. Good. "Textbooks ignore photosystem II-dependent ATP formation: is the Z scheme to blame?" Trends in Biochemical Sciences 13, n. 12 (dicembre 1988): 467–69. http://dx.doi.org/10.1016/0968-0004(88)90231-9.

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Park, Jeong Mi, Jang Hee Park e Joong Kwoen Lee. "A Study on Analysis of American CMP Textbooks in terms of mathematical connectivity: Focused on equations, inequalities, and functions". Korean School Mathematics Society 20, n. 3 (30 settembre 2017): 277–302. http://dx.doi.org/10.30807/ksms.2017.20.3.004.

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Educational objectives for mathematics in the curriculum revised in 2009 and the curriculum revised in 2015 put great emphasis on practical use of math, but perception of that lacks at schools. Accordingly, this research is recognizing the need for paying attention to curriculum focusing on mathematical connectivity and is inspecting CMP curriculum which has been developed over the years to reinforce problem solving competence and improve communication skills. This study analyzes CMP textbooks published as third edition in 2014 after several revisions, focusing on equations, inequalities and functions. First, this thesis analyzes mathematical connectivity using a new analysis framework which applied the modes of representation(situations, verbal description/ tables/ graphs/ formulae) made by Janvier(1987). Second, this research analyzes connectivities between different units, various sections, other subjects and practical contents related to the real life. The results: CMP textbooks use various practical materials for specific situations. They represent twelve processes of connectivity according to the modes of representation of Janvier. The books also show relationship between equations and functions, between inequalities and functions. And CMP textbooks include other subjects and practical contents.

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Barry, Kelly, e Guenevere Rae. "A meta‐analysis of sex inclusiveness within textbooks in the anatomic sciences". FASEB Journal 34, S1 (aprile 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.05876.

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Cabezas, Jos� A. "The diffusion of knowledge about glycoconjugates through reviews, monographs, textbooks and symposia". Glycoconjugate Journal 13, n. 3 (giugno 1996): iii—vi. http://dx.doi.org/10.1007/bf00731460.

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SAHA, TK. "Textbook of Medical Biochemistry". Medical Journal Armed Forces India 58, n. 1 (gennaio 2002): 91. http://dx.doi.org/10.1016/s0377-1237(02)80027-2.

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Kim, Somin. "Mathematical Connection and Teaching Methods of Frequency Density". Korean School Mathematics Society 23, n. 4 (31 dicembre 2020): 509–21. http://dx.doi.org/10.30807/ksms.2020.23.4.005.

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This study began with the discovery of the concept of frequency density in Singapore textbooks and in a set of subject contents of the UK's General Certificate of Secondary Education. To understand the mathematical meaning of frequency density, the mathematical connection of frequency density was considered in terms of mathematics internal connections and mathematics external connections. In addition, the teaching method of frequency density was introduced. In terms of mathematical internal connections, the connections among the probability density function, relative frequency density, and frequency density in high school statistics were examined. Regarding mathematical external connections, the connection with the density concept in middle school science was analyzed. Based on the mathematical connection, the study suggested the need to introduce the frequency density concept. For the teaching method of frequency density, the Singapore secondary mathematics textbook was introduced. The Singapore textbook introduces frequency density to correctly represent and accurately interpret data in histograms with unequal class intervals. Therefore, by introducing frequency density, Korea can consistently teach probability density function, relative frequency density, and frequency density, emphasizing the mathematical internal connections among them and considering the external connections with the science subject. Furthermore, as a teaching method of frequency density, we can consider the method provided in the Singapore textbook.

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Solomon, Lawrence R. "Treatment and prevention of pain due to vaso-occlusive crises in adults with sickle cell disease: an educational void". Blood 111, n. 3 (1 febbraio 2008): 997–1003. http://dx.doi.org/10.1182/blood-2007-07-089144.

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Abstract Pain due to vaso-occlusive crisis is the major cause of hospital use in sickle cell disease. Although available guidelines provide recommendations for opioid administration in this setting, only 4 (21%) of 19 medical textbooks present treatment regimens that are consistent with them. Moreover, only 7 texts (37%) note that addiction is infrequent in this population, while 11 (92%) of 12 texts provide such reassurance for cancer-related pain (P < .005). Finally, hydroxyurea use to decrease the frequency of vaso-occlusive crises is completely defined only in 2 textbooks. Thus, most medical texts provide neither adequate information for the treatment or prevention of pain due to vaso-occlusive crisis in sickle cell disease nor reassurance of the unlikelihood of addiction in this population. In contrast, treatment recommendations for less common hematologic disorders are consistent with current standards in 53% to 84% of appropriate texts (P < .05). Limited knowledge regarding the principles and appropriateness of opioid therapy; a lack of evidence-based research on pain control; and misconceptions and prejudices about drug abuse and addiction contribute to this educational void. Thus, research and training on pain control in sickle cell disease are needed to parallel studies of environmental and genetic factors contributing to the known clinical heterogeneity of this disorder.

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Costa, C., e E. Galembeck. "THE EVOLUTION OF THE KREBS CYCLE: A PROMISING THEME FOR MEANINGFUL BIOCHEMISTRY LEARNING IN BIOLOGY". Revista de Ensino de Bioquímica 13 (24 agosto 2015): 9. http://dx.doi.org/10.16923/reb.v13i2.577.

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INTRODUCTION: Evolution has been recognized as a key concept for biologists. In order to motivate biology undergraduates for contents of central energetic metabolism, we addressed the Krebs cycle structure and functions to an evolutionary view. To this end, we created a study guide which contextualizes the emergence of the cyclic pathway, in light of the prokaryotic influence since early Earth anaerobic condition to oxygen rise in atmosphere. OBJECTIVES: The main goal is to highlight the educational potential of the material whose subject is scarcely covered in biochemistry textbooks. MATERIALS AND METHODS: The study guide is composed by three interrelated sections, the problem (Section 1), designed to arouse curiosity, inform and motivate students; an introductory text (Section 2) about life evolution, including early micro-organisms and Krebs cycle emergence, and questions (Section 3) for debate. The activity consisted on a peer discussion session, with instructors tutoring. The questions were designed to foster exchange of ideas in an ever-increasing level of complexity, and cover subjects from early atmospheric conditions to organization of the metabolism along the subsequent geological ages. RESULTS AND DISCUSSION: We noticed that students were engaged and motivated by the task, especially during group discussion. Based on students’ feedbacks and class observations, we learned that the material raised curiosity and stimulated discussion among peers. It brought a historical and purposeful way of dealing with difficult biochemical concepts. CONCLUSIONS: The whole experience suggests that the study guide was a stimulus for broadening comprehension of the Krebs cycle, reinforcing the evolutionary stance as an important theme for biology and biochemistry understanding. On the other hand, we do not underestimate the fact that approaching Krebs cycle from an evolutionary standpoint is a quite complex discussion for the majority of students. KEYWORDS: Evolution. Krebs cycle. Metabolism learning. Biology. ACKNOWLEDGEMENTS: We thank Capes for financial support.

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