Biology teachers’ views towards using living organisms in biology education

2020 ◽  
pp. 1-12
Author(s):  
Moritz Krell ◽  
Jonas Schmidt
Keyword(s):  
Biology Education ◽  
Biology Teachers ◽  
Living Organisms

Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence

2021 ◽  
pp. 15-29
Author(s):  
Dilek Sultan Acarli ◽  
Sevilay Dervişoğlu
Keyword(s):  
Self Efficacy ◽  
Biology Education ◽  
Group Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Biology Teachers ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Biology Laboratory

This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.

USEFULITY ANALYSIS OF BIOLOGY EDUCATION UNDERGRADUATE COURSES IN TEACHING PROFESSION

2021 ◽  
Vol 6 (11) ◽  
pp. 55-67
Author(s):  
Buket KOYUNCU ◽  
Tahir ATICI
Keyword(s):  
Information Technologies ◽  
Biology Education ◽  
Teaching Profession ◽  
Field Education ◽  
Professional Life ◽  
Positive Contribution ◽  
Biology Teachers ◽  
General Biology ◽  
Education Courses ◽  
General Culture

The undergraduate education program given depending on the higher education programs is an important factor in the teacher's professional life. Common programs determined by YÖK are applied to teacher candidates in education faculties. The aim of this study is to measure the contribution of the courses in the program to biology teachers in their professional life and to produce new alternatives in the light of the data obtained. In this context, a Likert-type questionnaire consisting of three separate courses as "Vocational Courses", "Field Education Courses", "General Culture Courses" and containing approximately 40 different courses was prepared by taking the expert opinion. Participants were asked to rate the lessons according to the importance of contribution in professional life. Participants consist of biology teachers who are graduates of Faculty of Education and Faculty of Science, who work effectively in their professional life. Participants were reached through digital media and this study was conducted with approximately 160 teachers. According to the study data, among the Vocational Knowledge Courses, the most beneficial lesson is "Teaching Practice". Most of the participants think that this course makes a positive contribution to their professional life. Accordingly, the course hours of this course can be increased. Educational sciences courses are generally carried out theoretically in faculties other than this course, but as can be seen, the effect of applied courses is also great. When looking at the courses that made the most contribution in the "Field Education Courses" section, "General Biology Laboratory", "Zoology Laboratory" and "General Biology" were seen. However, herbarium studies have been proposed in "Cryptogamea" and other plant lessons. It is recommended to add "Field Studies", which is generally accepted as an application within the course in departments, to the curriculum as a course. In the last section, "General Culture Courses", the most contributing course is "Information Technologies Course". In our changing and developing world, this result can be predicted since we cannot consider information technologies and education separately.

scholarly journals Using a Replica of Leeuwenhoek's Microscope to Teach the History of Science and to Motivate Students to Discover the Vision and the Contributions of the First Microscopists

2009 ◽  
Vol 8 (4) ◽  
pp. 338-343 ◽  
Author(s):  
Lenira M.N. Sepel ◽  
Elgion L.S. Loreto ◽  
João B.T. Rocha
Keyword(s):  
Biological Sciences ◽  
Secondary School ◽  
History Of Science ◽  
Biology Education ◽  
School Level ◽  
Laser Pointer ◽  
Undergraduate Biology ◽  
Secondary School Level ◽  
History Of ◽  
Living Organisms

The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek's microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective.

scholarly journals IMPLEMENTATION OF 3D SOFTWARE TOWARDS REPRESENTATION MICROSCOPIC AND SPATIAL INTELLIGENCE OF PROSPECTIVE BIOLOGY TEACHERS

2021 ◽  
Vol 9 (1) ◽  
pp. 15
Author(s):  
Diki Muhamad Chaidir ◽  
Purwati Kuswarini Suprapto
Keyword(s):  
Biology Education ◽  
Plant Anatomy ◽  
Biology Teachers ◽  
3 Dimensional ◽  
Group Design ◽  
Spatial Intelligence ◽  
Average Value ◽  
Quasi Experimental ◽  
3D Software ◽  
Academic Year

The aim of this research is to find out the differences in spatial intelligence and microscopic representation of prospective biology teachers in 3D software lectures on plant anatomy using Blender and 3DS Max applications. The research method used was quasi-experimental using the research design of The Matching Only Pretest-Posttest group design group. The population in this study is a prospective biology teacher in the department of biology education faculty of teaching and educational sciences in the academic year 2017/2018 at Siliwangi University who contracted the course of plant anatomy. Sampling is done by purposive sampling techniques as many as 2 classes by looking at the level of activeness in the same learning process. The results showed both classes showed a low spatial intelligence N-Gain category, as well as getting an average value of microscopic representation with a score of 3.7 for the use of 3Ds Max and 3.82 for Blender. The conclusion of this study is that there is no difference in spatial intelligence and microscopic representation of students, in addition students are still having difficulty for those who use max 3Ds software, because it requires a high enough computer specification, so the use of 3-dimensional blender application is more recommended used for aspiring biology teachers who want to make 3D forms of biological objects especially plant anatomy.

Investigation of Pre-Service Biology Teachers' Self-Confidence Concerning Technological Pedagogical Content Knowledge With Respect to Some Variables

2021 ◽  
pp. 47-63
Author(s):  
Dilek Sultan Acarli
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Biology Education ◽  
Education Programme ◽  
Technological Pedagogical Content Knowledge ◽  
Biology Teachers ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Class Level ◽  
Significant Difference

The present study aims to determine pre-service biology teachers' self-confidence levels concerning their technological pedagogical content knowledge with respect to variables namely class level and computer knowledge. Designed as a survey, 91 pre-service teachers enrolled in the biology education programme participated in the study. Data were collected by using the Technological Pedagogical Content Knowledge Self- Confidence Scale developed by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009) and adapted in Turkish by Timur and Tasar (2011). Findings of the study show that pre-service teachers have a high self-confidence concerning their technological pedagogical content knowledge. It was also found that there was no significant difference in pre-service teachers' self-confidence with respect to the class level. However, it was found that pre-service teachers who had enrolled in a computer course during their education had higher self-confidence.

scholarly journals PENGEMBANGAN VIDEO PERANCANGAN DAN PELAKSANAAN PRAKTIKUM BIOLOGI

Biogenesis ◽  
2021 ◽  
Vol 17 (1) ◽  
pp. 19
Author(s):  
Oktavia Safitri ◽  
Evi Suryawati ◽  
Darmadi Darmadi
Keyword(s):  
Student Teachers ◽  
Biology Education ◽  
Independent Learning ◽  
Learning Resources ◽  
Biology Teachers ◽  
National Education ◽  
Average Value ◽  
Academic Qualification ◽  
The Republic ◽  
Addie Model

Regulation of the Minister of National Education of the Republic of Indonesia Number 16 of 2007 concerning Academic Qualification Standards and Teacher Competencies states that one of the competencies of high school biology teachers is the competence to properly design and implement practicum. Biology Education students as prospective biology teachers must master these competencies. The existence of independent learning resources can be used as a reference for prospective student teachers in studying material related to practicum activities. This study aims to produce independent learning resources in the form of videos. This research was conducted at the PMIPA Laboratory FKIP Riau University, SMAN 8 Pekanbaru and SMAN 15 Pekanbaru in April-December 2020. The type of research used was Research and Development (R&D) with the ADDIE model. The instruments used in this study were the validation sheet and response questionnaire. The results of the video validation obtained an average value of 3.57 with a very valid category. The results of the limited trial phase I obtained an average value of 3.64 in the very good category, while the results of the phase II trial obtained an average value of 3.43 in the very good category. Based on the results of the validation and trials, it shows that the video of the design and implementation of the biology practicum developed can be used as an independent learning resource for prospective biology teachers.

scholarly journals Separation index and fit items of creative thinking skills assessment

2016 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Andi Ulfa Tenri Pada ◽  
Badrun Kartowagiran ◽  
Bambang Subali
Keyword(s):  
Human Physiology ◽  
Creative Thinking ◽  
Biology Education ◽  
Thinking Skills ◽  
Assessment Instrument ◽  
Skills Assessment ◽  
Good Separation ◽  
Biology Teachers ◽  
Training And Education ◽  
Separation Index

This article discusses the evaluation results of the separation index and fit item of creative thinking skills assessment that supports the conation aspect of prospective biology teachers in Aceh. This assessment consists of 37 items of divergent tasks, which is the application of human physiology courses that support the conation aspects. The participants were selected from the Biology Education Program, Faculty of Teacher Training and Education, Syiah Kuala University. The data were analyzed using the Quest software including the separation index and fit item. The results indicate that the creative thinking skills assessment instrument that supports the conation aspect of prospective biology teachers has a good separation index and all the items fit PCM-1PL.

scholarly journals Biologilæreres kryssing av kulturgrenser – fra en naturvitenskapelig kultur til en skolekultur

2020 ◽  
Vol 16 (1) ◽  
pp. 52-66
Author(s):  
Mari Sjøberg ◽  
Tone Fredsvik Gregers ◽  
Marianne Ødegaard ◽  
Kristin Glørstad Tsigaridas
Keyword(s):  
Teacher Education ◽  
Nature Of Science ◽  
Teaching Methods ◽  
Biology Education ◽  
Scientific Discourse ◽  
Group Interview ◽  
Laboratory Work ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Different Cultures

The aim of this article is to understand biology teachers’ challenges with laboratory work in the light of tensions between the different cultures, or discourses, in biology teacher education. The data material in this study consists of a survey with 314 responses from biology teachers as well as a group interview. Our findings suggest that teachers struggle to transform the knowledge and experience from their pure biology education into their practice in the laboratory. Concepts from a scientific discourse, such as ‘hypothesis’ and ‘report’, are therefore integrated into traditional teacher-directed laboratory tasks where the results are given in advance. We argue that this contributes to a misleading image of science. One of the major challenges for teachers, we argue, is to design appropriate contexts for addressing aspects of nature of science in the laboratory. However, many biology teachers report that they lack knowledge about teaching methods in the laboratory.

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