Academic production in biology teaching: analysis of dissertations and theses, and reflections for the science education area

Revista Brasileira de Educação ◽

10.1590/s1413-24782021260098 ◽

2021 ◽

Vol 26 ◽

Author(s):

Paulo Marcelo Marini Teixeira

Keyword(s):

Science Education ◽

Biology Teaching ◽

Academic Production

RESUMO Analisamos a produção acadêmica relacionada ao ensino de biologia no período 1972-2016, com a identificação de 1.613 dissertações e teses defendidas em programas de pós-graduação pertencentes às cinco regiões do país, estudadas neste artigo conforme as seguintes categorias: ano de defesa e evolução quantitativa; instituições de origem e distribuição geográfica; titulação; e orientadores. Os achados da pesquisa foram examinados de acordo com a fundamentação da literatura produzida por autores dedicados a desenvolver reflexões sobre os rumos da pesquisa e da pós-graduação na área educacional. Nos resultados, explicitamos algumas características da base institucional sustentadora dessa produção e do campo investigativo, comentando tendências caracterizadoras do período mais recente e estabelecendo reflexões a respeito dos rumos da área de educação em ciências no país.

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WAYS OF USING DRAMA METHOD AND PRECONDITIONS TO REALISE THEM AT BIOLOGY LESSONS

GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION ◽

10.48127/gu-nse/06.3.24 ◽

2006 ◽

Vol 3 (1) ◽

Author(s):

Onutė Gervienė

Keyword(s):

Science Education ◽

Key Words ◽

Social Relations ◽

Natural Science ◽

Personal Experience ◽

Biology Teaching ◽

Individual Character ◽

Natural Science Education

Self-expression is characteristic to any student and planning a drama lesson a teacher’s task is to make it very important for the student. If it turns out to be a success students will have an inner wish to improve their knowledge. The method of drama is one of the means to educate students seeking positive changes. The essence of this method is to feel the interrelation with the technology, the process of changes by means of drama signs. Drama method enables to develop abilities giving special tasks to the students with individual character and aptitudes. Each student has an opportunity to improve and seek higher level at a certain pace. Drama method is based on differentiation, the students have excellent possibilities to evaluate themselves, make conclusions, suggest technologies and make decisions. This article is an attempt to touch upon some examples how the method of drama helps to arouse students’ motivation for a peculiar subject. Besides, a teacher always tries to find links between students’ personal experience and the topic of the lesson so that the students could demonstrate their knowledge, attitude, thinking and opinion by means of drama method. All things considered, it is possible to state that the use of drama method in any lesson is a powerful tool to improve knowledge, feel open to cultural variety and establish social relations. Key words: biology teaching, drama method, natural science education

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Equipment Use in Biology Teaching

Journal of Educational Issues ◽

10.5296/jei.v6i1.17042 ◽

2020 ◽

Vol 6 (1) ◽

pp. 357

Author(s):

Hamiyet Sayan ◽

Hatice Mertoğlu

Keyword(s):

Science Education ◽

Learning Outcomes ◽

21St Century ◽

Classroom Environment ◽

21St Century Skills ◽

Developing World ◽

Teaching Materials ◽

Biology Teachers ◽

Daily Lives ◽

Biology Teaching

This paper discusses the use of educational equipment and materials can be used by biology teachers. Science Education has an important role in raising individuals who can adapt to developing world with the 21st century skills. Within the scope of science education, biology covers information that individuals can make use of in their daily lives. This makes Biology teaching even more important. Teachers assume great responsibilities in the realization of an effective biology teaching. One of these responsibilities is the use of equipment and materials in teaching because the use of equipment in teaching helps with learning the information in an effective, permanent and meaningful way. It is also creating an active and fun classroom environment. Biology teachers should choose suitable equipment for the course, subject, students’ level, setting and objectives. They should also be able to develop teaching materials in line with learning outcomes. In addition, the teacher should provide the students with the necessary information about the teaching materials. This paper aims to remind teachers how important using these equipment for teaching and demonstrate that equipment and materials are indispensable facilitators for an efficient and effective Biology teaching. It may help teachers by providing guidance on this issue.

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