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Showing 1 to 15 of 34 results Save | Export
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Chang, Pei-Shan; Lee, Sheng-Han; Wen, Meichun Lydia – Journal of Biological Education, 2020
The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: 'Button Code' and 'Beaded Bracelet Making,' involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the…
Descriptors: Metacognition, Inquiry, Active Learning, Biology
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Tomažic, Iztok; Hummel, Eberhard; Schrenk, Marcus; Rupnik, Tina; Randler, Christoph – Journal of Biological Education, 2020
The use of live animals in instruction plays an important role in biological education, with the intention that attitudes and emotions should be positively influenced. To date, studies in this field have given mixed results, and there has certainly been a lack of studies on student attitudes and knowledge of poisonous and venomous animals. This…
Descriptors: Animals, Biology, Science Instruction, Instructional Effectiveness
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Kwon, Seung-Hyuk; Lee, Yeong-Ji; Kwon, Yong-Ju – Journal of Biological Education, 2020
This paper presents an active learning approach that focuses on practical investigation of the ecosystem of tidal flats using 3D modeling and printing for biology students in order to enhance understanding of natural selection. The learning approach for the study followed a 5-step procedure: i) learning about 3D modeling and printing, ii)…
Descriptors: Active Learning, Ecology, Environmental Education, Biology
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Kervinen, Anttoni; Uitto, Anna; Juuti, Kalle – Journal of Biological Education, 2020
Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal…
Descriptors: Science Instruction, Biology, Secondary School Teachers, Science Teachers
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Düsing, Katharina; Asshoff, Roman; Hammann, Marcus – Journal of Biological Education, 2019
This study investigates students' conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13-16 years…
Descriptors: Scientific Concepts, Grade 8, Grade 9, Grade 10
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Lin, Show-Yu; Lin, Chen-Yung; Hsin, Ming-Chin – Journal of Biological Education, 2019
Visual representations are a familiar element of daily life and particularly beneficial as illustrations in science textbooks. In this case, learners draw on human dimensions such as cognitive style (CS) and prior knowledge (PK) when engaging in visual thinking. This study aimed to compare and explore the relationships among the format aspect…
Descriptors: Visual Literacy, Visual Learning, Cognitive Style, Illustrations
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Andic, Branko; Cvijeticanin, Stanko; Maricic, Mirjana; Steševic, Danijela – Journal of Biological Education, 2019
The aim of the research is to examine the contribution of applying author-generated dichotomous keys (digital key - DDK and print key - DPK) to the quality and durability of the knowledge of eighth grade students about the "Systematic and classifications of plants (Bryophyta, Pteridophyta, Gymnosperms and Angiosperms)", as compared to…
Descriptors: Middle School Students, Secondary School Science, Grade 8, Science Instruction
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Borsos, Eva – Journal of Biological Education, 2019
This study presents a new technique, the "Which plant am I?" game, which helps to increase pupils' plant knowledge, while motivate them to become familiar with more plants. On the other hand pupils' plant knowledge was tested in Serbia. The "Which Plant Am I?" game was tested with two groups of pupils (in average 11 years old).…
Descriptors: Elementary School Science, Biology, Plants (Botany), Educational Games
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Patrick, Patricia; Matteson, Shirley – Journal of Biological Education, 2018
"Science and Children" and "Science Scope" are peer-reviewed science practitioner journals that publish articles for science educators who teach children of ages 5-10 years and 10-13 years, respectively. As such, these articles are a reflection of the science concepts that are being communicated to science educators. This…
Descriptors: Literature Reviews, Journal Articles, Biology, Bibliometrics
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Kreuzer, Pia; Dreesmann, Daniel – Journal of Biological Education, 2017
The aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums:…
Descriptors: Museums, Biology, Science Instruction, Units of Study
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Asshoff, Roman – Journal of Biological Education, 2017
Scientific inquiry requires the replication of results in experimental studies. Recent studies draw a severe picture on the need of replication and the difficulties in replicating already published studies. As replicated confirmation of results is the basis of scientific and medical research, there may be a need to introduce the topic of…
Descriptors: Replication (Evaluation), Science Experiments, Biology, Science Instruction
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Akçay, Süleyman – Journal of Biological Education, 2017
In this study, Turkish prospective elementary science teachers' understanding of photosynthesis and cellular respiration has been analysed within the contexts of ecosystem knowledge, organism knowledge and interconnection knowledge (IK). In the analysis, concept maps developed by 74 prospective teachers were used. The study was carried out with…
Descriptors: Foreign Countries, Preservice Teachers, Elementary School Teachers, Science Teachers
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Prokop, Pavol; Fancovicová, Jana – Journal of Biological Education, 2017
Research has shown that hands-on activities in biology/science education tend to improve children's attitudes towards science. These hands-on activities can influence children's interest in various ways, perhaps because they invoke varying emotions. We used a sample of 10-12-year-old children (n = 142) to examine the effect of hands-on activities…
Descriptors: Biology, Science Instruction, Hands on Science, Knowledge Level
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Lee, Hung-Shan; Liu, Shiang-Yao; Yeh, Ting-Kuang – Journal of Biological Education, 2016
This study was designed to exemplify how hands-on based teaching strategies enhanced students' knowledge and positive attitudes towards sharks. Hands-on activities for sharks' biological and morphological features were carried out. Eleven elementary school students from a remote area in Taiwan were recruited and assigned to the hands-on condition.…
Descriptors: Animals, Biology, Hands on Science, Teaching Methods
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Hadjichambis, Andreas Ch.; Georgiou, Yiannis; Paraskeva-Hadjichambi, Demetra; Kyza, Eleni A.; Mappouras, Demetrios – Journal of Biological Education, 2016
Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the…
Descriptors: Intervention, Gender Differences, Grade 7, Science Instruction
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