scholarly journals Is It Worth Teaching Biology Students the Basics of Scientometrics and the Instructions for the Design of Scientific Articles, and If So, Why?

2021 ◽  
Vol 76 (3) ◽  
pp. 77-82
Author(s):  
A. N. Khokhlov ◽  
G. V. Morgunova
Author(s):  
Yu.V. Myakisheva ◽  
◽  
O.Ya. Skazkina ◽  
Yu.A. Aleshina ◽  
R.A. Bogdanova ◽  
...  

The article describes the experience of personal teaching experience in the area of Biology, in the system in the conditions of full-time and distance learning. The authors considered the definitions of the concepts of "distance learning", developed by domestic researchers. The article showsthe essence of distance education, its state at the present level.The traditional and innovative approaches used by the staff of the department in the process of teaching Biology are described.The basic questions of teaching Biology are answered in the process of reading lectures, organizing recitations, organizing competitions and scientific works. A new aspect of the work of teachers is the use of distance learning. Analyzed by the results of the use session of distance learning Biology students. various aspects of the use of distance learning for future doctors are noted.The advantages and disadvantages of this knowledge system are discussed, the results of application are analyzing.


2000 ◽  
Vol 34 (3) ◽  
pp. 133-137 ◽  
Author(s):  
Henriikka Clarkeburn ◽  
Ellen Beaumont ◽  
Roger Downie ◽  
Norman Reid

1977 ◽  
Vol 11 (3) ◽  
pp. 185-190 ◽  
Author(s):  
Doreen Rosenthal ◽  
Susan Morrison ◽  
Judith Kinnear

1994 ◽  
Vol 39 (5) ◽  
pp. 546-547
Author(s):  
Domingo T. Rivera
Keyword(s):  

2016 ◽  
Author(s):  
Mikah J. Pritchard ◽  
Trisha A. Turner ◽  
Ellen L. Usher ◽  
Faith L. Jones

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.


1980 ◽  
Vol 9 (1) ◽  
pp. 80-84
Author(s):  
M. A. Maun ◽  
Teresa Winnitoy

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