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Heemann, Tim; Hammann, Marcus – Journal of Biological Education, 2020
This paper reports on findings from an analysis of trait-formation tasks in the genetic sections of high school biology textbooks. Drawing on studies exploring a range of problems in students' explanations of trait formation, we investigated trait-formation tasks and analysed their potential for knowledge integration and multi-level mechanistic…
Descriptors: Genetics, Science Activities, Secondary School Science, Biology
Philip, Judith M. D.; Taber, Keith S. – Journal of Biological Education, 2016
School science practical activities have been criticised for exposing learners to a series of phenomena disconnected from the conceptual frameworks needed to understand them. Such activities are successful in the "domain of observables" but not the "domain of ideas". Few resources exist for classroom teachers wishing to improve…
Descriptors: Biology, Inquiry, Active Learning, Hands on Science
Heyduck, Birgit; Harms, Ute – Journal of Biological Education, 2015
Our out-of-school practical exercise was designed to bring upper secondary school students in contact with one of the most exciting and expanding topics in biology today: epigenetics. In school, students only study the basics in genetics and the respective investigation techniques as provided by the syllabus. For a practical exercise in…
Descriptors: Secondary School Science, Biology, Science Instruction, Secondary School Students
Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert – Journal of Biological Education, 2015
Process diagrams are important tools in biology for explaining processes such as protein synthesis, compound cycles and the like. The aim of the present study was to measure the ability to solve process-diagram problems in biology and its relationship with prior knowledge, spatial ability and working memory. For this purpose, we developed a test…
Descriptors: Secondary School Science, Biology, Problem Solving, Cognitive Ability
Peer reviewed
Tawney, D. A. – Journal of Biological Education, 1989
Discussed are hazardous substance regulations in Great Britain which effect science teaching at the secondary and college level. Included are background information, immediate implications for schools and colleges, and risk assessments concerning biology classrooms. The responsibilities of Local Education Associations are highlighted. (CW)
Descriptors: Biological Sciences, Biology, College Science, Foreign Countries
Peer reviewed
Welford, A. G.; Donnelly, A. F. – Journal of Biological Education, 1989
This paper shows that more pupils take biology than the other sciences in England. Biology attracts pupils of all abilities and girls in particular. Performance data reported suggests that the study of biology is not as effective in enhancing science performance as are the physical sciences. (CW)
Descriptors: Biological Sciences, Biology, Females, Foreign Countries
Smith, Debbie – Journal of Biological Education, 2004
This paper describes the outcomes of a two-day Higher Education focus group meeting at Blencathra Field Centre, Cumbria, in November 2003. A review of the current status of fieldwork in undergraduate courses was undertaken. The data available indicates that although the number of students enrolling in Biological Science courses has increased, in…
Descriptors: Foreign Countries, Focus Groups, Experiential Learning, Biology
Tilling, Steve – Journal of Biological Education, 2004
The paper describes a national survey of biology teachers visiting Field Studies Council (FSC) centres in England and Wales. It provides data on levels of biology fieldwork at ages 11-16 (Years 7-11), and factors affecting A-level biology fieldwork provision at ages 16-19 (Years 12 and 13). The results are compared with similar data from geography…
Descriptors: Foreign Countries, Field Studies, Biology, Secondary School Teachers