scholarly journals Biology education research: building integrative frameworks for teaching and learning about living systems

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Ross H. Nehm
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Biology Education ◽  
Theoretical Work ◽  
Student Thinking ◽  
Living Systems ◽  
Conceptual Frameworks ◽  
Making Sense ◽  
Starting Point ◽  
Challenges And Opportunities

AbstractThis critical review examines the challenges and opportunities facing the field of Biology Education Research (BER). Ongoing disciplinary fragmentation is identified as a force working in opposition to the development of unifying conceptual frameworks for living systems and for understanding student thinking about living systems. A review of Concept Inventory (CI) research is used to illustrate how the absence of conceptual frameworks can complicate attempts to uncover student thinking about living systems and efforts to guide biology instruction. The review identifies possible starting points for the development of integrative cognitive and disciplinary frameworks for BER. First, relevant insights from developmental and cognitive psychology are reviewed and their connections are drawn to biology education. Second, prior theoretical work by biologists is highlighted as a starting point for re-integrating biology using discipline-focused frameworks. Specifically, three interdependent disciplinary themes are proposed as central to making sense of disciplinary core ideas: unity and diversity; randomness, probability, and contingency; and scale, hierarchy, and emergence. Overall, the review emphasizes that cognitive and conceptual grounding will help to foster much needed epistemic stability and guide the development of integrative empirical research agendas for BER.

scholarly journals Validating The Core Concept Of “Mass Balance”

2021 ◽  
Vol 45 (2) ◽  
pp. 276-280
Author(s):  
Joel Michael ◽  
Harold Modell
Keyword(s):  
Conceptual Framework ◽  
Mass Balance ◽  
Balance Equation ◽  
Teaching And Learning ◽  
Mass Balance Equation ◽  
Core Concept ◽  
Conceptual Frameworks ◽  
The Core ◽  
Making Sense ◽  
Fundamental Mass

We have created a conceptual framework for the core concept of “mass balance.” Unlike the previous conceptual frameworks that we have created and validated, the framework for “mass balance” is simply a description in words of the fundamental mass balance equation and the implications of the equation. We surveyed physiology faculty and asked them to rate the importance of “mass balance” as defined by the conceptual framework and also to rate the importance for their students of being able to apply the core concept to liquids, gases, solutes, and solids. Respondents indicated that “mass balance” is important and that our conceptual framework provides a useful tool for teaching and learning. We discuss several examples of how “mass balance” can be used in making sense about a variety of physiological phenomena.

scholarly journals Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions

2018 ◽  
Vol 17 (2) ◽  
pp. ar34 ◽  
Author(s):  
Julia S. Gouvea ◽  
Matt R. Simon
Keyword(s):  
Education Research ◽  
Undergraduate Students ◽  
Dynamic Models ◽  
Life Sciences ◽  
Burden Of Proof ◽  
Biology Education ◽  
Student Thinking ◽  
Student Difficulties ◽  
Dynamic Perspective ◽  
Context Specific

In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions). For example, John D. Coley and Kimberly D. Tanner recently proposed that many student difficulties in biology stem from underlying cognitive frameworks called cognitive construals ( CBE—Life Sciences Education, 11[3], 209–215 [2012]; CBE—Life Sciences Education, 14[1], ar8 [2015]). They argued that three such frameworks—teleology, anthropocentrism, and essentialism—cause undergraduate students to hold a range of misconceptions about the biological world. Our purpose in this article is to present an alternative perspective that considers student thinking to be dynamic and context sensitive. Using the example of cognitive construals, we argue that a dynamic perspective creates a burden of proof for claims of cognitive stability—to demonstrate that patterns of thinking are indeed stable across contexts. To illustrate our argument, we report on the results of a study designed to explore the stability of students’ apparent teleological, anthropocentric, and essentialist thinking. Our results are inconsistent with framework models. We propose instead that response patterns stem from students’ context-specific interpretations of the statements, consistent with dynamic models of cognition. Building on these preliminary findings, we discuss the implications of a dynamic view of cognition for biology education research and biology instruction.

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

scholarly journals Post–Vision and Change: Do We Know How to Change?

2013 ◽  
Vol 12 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Charlene D’Avanzo
Keyword(s):  
Education Research ◽  
Faculty Development ◽  
Teaching And Learning ◽  
National Research Council ◽  
Biology Education ◽  
Active Teaching ◽  
National Research Council Report ◽  
Core Concepts ◽  
And Mathematics ◽  
Effective Use

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”

scholarly journals TREND IN BIOLOGY EDUCATION RESEARCH FROM 2012 TO 2017: A CONTENT ANALYSIS OF PAPERS IN SELECTED JOURNALS FROM INDONESIA

EDUSAINS ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 221-232
Author(s):  
M. Haviz ◽  
M Ridho
Keyword(s):  
Education Research ◽  
Content Analysis ◽  
Data Analysis ◽  
Data Collection ◽  
Research Design ◽  
Teaching And Learning ◽  
Design Research ◽  
Biology Education ◽  
Research Trends ◽  
Design Methods

TREN PENELITIAN PENDIDIKAN BIOLOGI 2012-2017: ANALISIS KONTEN PAPER DI JURNAL TERSELEKSI DARI INDEKS PUBLIKASI INDONESIA AbstrakArtikel ini telah menjelaskan kajian tentang tren penelitian di bidang penelitian pendidikan biologi di Indonesia sepanjang tahun 2012-2017. Studi ini telah menganalisis artikel-artikel yang telah dipublikasikan di jurnal ilmiah yang telah diindeks di Indonesia Publication Index. Pada bagian pendahuluan penelitian, kami telah menemukan hanya empat jurnal yang memiliki skop secara spesifik di bidang pembelajaran biologi. Keempat jurnal tersebut adalah Journal of Biology Education, Bioedu, Bioedukasi dan Didaktika Biologi. Dalam keempat jurnal ini kami juga telah menemukan 547 artikel yang telah dipublikasikan sejak tahun 2012-2017. Semua artikel ini telah diunduh dan dilakukan analisis konten. Analisis konten dilakukan mengacu kepada tujuh aspek yaitu topik biologi, subjek penelitian, metode/desain penelitian, elemen penelitian, alat pengumpul  data, jenis dan ukuran sampel dan teknik analisis data. Data yang telah diperoleh, telah dianalisis dengan statistik deskriptif dan telah ditampilkan dalam bentuk tabel dan grafik. Kesimpulan penelitian ini adalah tren penelitian di bidang penelitian pendidikan biologi di Indonesia sepanjang tahun 2012-2017 dibedakan menjadi tujuh kategori yaitu topik biologi adalah bentuk dan fungsi hewan, subjek penelitian adalah pengajaran dan pembelajaran, metode/desain penelitian adalah eksperimen, elemen penelitian adalah kognitif, alat pengumpul  data adalah tes prestasi belajar, jenis sampel adalah siswa-siswa sekolah menengah atas dan ukuran sampel adalah 31-100 dan teknik analisis data adalah teknik kuantitatif..AbstractThis article was to describe research trends in Biology Education Research (BER) in Indonesia across year 2012-2017. This study was conducted by descriptive quantitative, with a content analysis the article that has been published in scientific journals that indexed in the Indonesia publication index. The content analysis were refer to sevent subjects were biology topics, teaching and learning, research design/methods, research element, data collection tools, samples and sample sizes and technique of the data analysis. The data obtained were analyzed with descriptive statistics and displayed in tables and graphs. We founded that only four journals have been scope specifically in the biology learning. The four journals were Journal of Biology Education, Bioedu, Bioedukasi and Didaktika Biologi. In theses journals, we also found 547 articles published from 2012-2017. All of these articles were downloaded and all of theses articles were subjected to content analysis. The result of the study showed that research trends BER in Indonesia across the year 2012-2017 were devide on seven categorizes such as; biology topics was animal form and function, teaching and learning was subject matter, research design/methods was quantitative experimental design, research element was cognitive, data collection tools was achievement test, samples was the students at Senior High School (SMA) and the size of samples was between 31-100 and technique of the data analysis was quantitative method. The implication of this study has implicated that to be an information for the researcher being conduct their researchs. The result of this study also will be contributed for the teachers and educator in teaching and learning of research of methodology in biology education. 

scholarly journals Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences

2018 ◽  
Vol 80 (7) ◽  
pp. 483-492
Author(s):  
William F. McComas ◽  
Michael J. Reiss ◽  
Edith Dempster ◽  
Yeung Chung Lee ◽  
Clas Olander ◽  
...  
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Life Science ◽  
Life Sciences ◽  
Biology Education ◽  
Student Understanding ◽  
Biology Teachers ◽  
Grand Challenges ◽  
International Group ◽  
Biology Instruction

An international group of biology education researchers offer their views on areas of scholarship that might positively impact our understanding of teaching and learning in biology and potentially inform practices in biology and life science instruction. This article contains a series of essays on topics that include a framework for biology education research, considerations in the preparation of biology teachers, increasing accessibility to biology for all learners, the role and challenges of language in biology teaching, sociocultural issues in biology instruction, and assisting students in coping with scientific innovations. These contributions are framed by a discussion of the value of defining several potential “grand challenges” in biology education.

scholarly journals Teaching and learning through scientific practices in the laboratory in biology education

2021 ◽  
Vol 17 (3) ◽  
pp. 340
Author(s):  
Mari Sjøberg
Keyword(s):  
Teaching And Learning ◽  
Scientific Practice ◽  
Biology Education ◽  
Scientific Practices ◽  
Biology Teachers ◽  
Biology Students ◽  
Upper Secondary ◽  
Challenges And Opportunities ◽  
Secondary Biology ◽  
Support Students

The overall aim of this thesis is to explore challenges and opportunities with teaching and learning through scientific practices in the laboratory in biology education. This thesis is based on three articles that are introduced and discussed in an extended abstract. My focus is on practice in the laboratory, and in the thesis, I have investigated practice in two different ways. First, I have investigated upper secondary biology teachers’ practices as reported in a survey and group interview (Article I). Secondly, I have analyzed undergraduate biology students’ practices through microscale analysis of their reasoning when constructing representations in the laboratory (Article II and III). The findings from Article I show that the biology teachers’ primarily report that they implement teacher-directed laboratory work with the aim of illustrating content knowledge. The findings from Article II and III shows how different representations, such as drawings and gestures, support students’ model-based reasoning. Based on these findings, I argue for the fruitfulness of a focus on modelling through representation construction as a scientific practice in the laboratory.  

scholarly journals Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

2017 ◽  
Vol 16 (2) ◽  
pp. mr1 ◽  
Author(s):  
Jeffrey N. Schinske ◽  
Virginia L. Balke ◽  
M. Gita Bangera ◽  
Kevin M. Bonney ◽  
Sara E. Brownell ◽  
...  
Keyword(s):  
Education Research ◽  
Community Colleges ◽  
Student Success ◽  
Teaching And Learning ◽  
Biology Education ◽  
Student Diversity ◽  
Building Capacity ◽  
Biology Students ◽  
Funding Agencies ◽  
Teaching Learning

Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Teaching Music Theory

2020 ◽  
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Music Theory ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Undergraduate Research ◽  
Real Life ◽  
Aural Skills ◽  
New Faculty ◽  
Music Therapist ◽  
Starting Point ◽  
Teaching Music

Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.

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