Journal of Biological Education最新文献

{"title":"Laboratory class for isoenzymes teaching: simulation of creatine kinase electrophoresis using dyes","authors":"Louise Castro de Jesus, Sophia Lincoln Cardoso de Azevedo, Rafaela Moraes Pereira de Sousa, Ana Beatriz Matos, Salim Kanaan, José Carlos Pelielo de Mattos, Lidia Maria Amorim","doi":"10.1080/00219266.2023.2282431","DOIUrl":"https://doi.org/10.1080/00219266.2023.2282431","url":null,"abstract":"Isoenzymes are variant forms of the same enzyme activity that exhibits different tissue distribution. When cells are damaged, intracellular content leaks into the blood stream, making them potentia...","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"208 1 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138568862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of the COVID-19 lockdown on the academic performance of students of distance learning mode in Biological Sciences: a case study in Brazil","authors":"Ana Cintia Santos de Almeida, D. F. Rangel, L. L. Costa","doi":"10.1080/00219266.2023.2288338","DOIUrl":"https://doi.org/10.1080/00219266.2023.2288338","url":null,"abstract":"This work tested the hypothesis that the academic performance of students in a distance learning course in Biological Sciences (PBS-CEDERJ) decreased during the COVID-19 pandemic in disciplines wit...","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"26 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138494599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Overcoming plant blindness: are the future teachers ready?","authors":"Javier Bobo-Pinilla, Javier Marcos-Walias, Jaime Delgado Iglesias, Roberto Reinoso Tapia","doi":"10.1080/00219266.2023.2255197","DOIUrl":"https://doi.org/10.1080/00219266.2023.2255197","url":null,"abstract":"ABSTRACTPlant blindness refers to the tendency of people to overlook and undervalue plants in their environment, which can have negative consequences for both the environment and human well-being. As pre-service teachers play a key role in shaping the environmental attitudes and knowledge of future generations, it is important to assess their level of plant blindness and identify ways to overcome it. To assess the plant blindness effect among pre-service teachers several tests have been used, including an endangered animals and plants test, an identification test, a memory test, and a blink test. All of the tests indicate that the plant blindness effect is strong among pre-service teachers. This article proposes five different topics that can be integrated into teacher education programs to help future teachers overcome plant blindness, including plant identification skills, the ecological and cultural importance of plants, the use of plants in teaching science and environmental concepts, and the connection between plant knowledge and sustainable behaviours. By incorporating these topics into teacher education programs, they can help future teachers develop a greater appreciation and understanding of plants, which can in turn benefit the environment and human well-being.KEYWORDS: Plant blindnessteacher trainingsustainabilitybiodiversitybotany education AcknowledgmentsWe would like to extend our gratitude to the Teaching Innovation Projects “Design thinking como recurso didáctico para la enseñanza/aprendizaje de los objetivos de desarrollo sostenible (ID2021/162; University of Salamanca)”, “El huerto escolar como herramienta para poner en marcha una iniciativa de aprendizaje-servicio en centros escolares de la ciudad de Ávila (ID2021/190; University of Salamanca)”)” and “ConCienciaDos (University of Valladolid)” for their support in this study. Additionally, we would like to thank the following students who assisted with data gathering: Almudena Costas, Alejandro Álvarez, Roberto Diago y Nerea González. Their dedication and hard work were essential to the success of this project. Finally, we would like to thank all of the pre-service teachers who participated in this study for their time and willingness to contribute to our research.Disclosure statementNo potential conflict of interest was reported by the author(s).Declarations and ethics statementsAuthors declared that the study did not require formal ethics approval since the data was completely anonymous, with no personal information collected. Informed consents were obtained from the research participants. Vulnerable or dependent groups were not included in the study.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/00219266.2023.2255197Additional informationFundingWe declare that this article received no funding from any external sources.","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"4 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student reasoning during socio-scientific issues-based learning with a role play: a case study of breastfeeding versus milk formula","authors":"Agung W. Subiantoro, David Treagust, Kok-Sing Tang","doi":"10.1080/00219266.2023.2250346","DOIUrl":"https://doi.org/10.1080/00219266.2023.2250346","url":null,"abstract":"ABSTRACTThis research aimed to understand the features of the informal reasoning skills performed by students who debated the socio-scientific contentious issue of breastfeeding versus milk formula during an Indonesian biology lesson. A class of 30 students in grade 11 discussed this issue by participating in a role play represented by four organisations in Indonesia viewed to have important roles or authority in society in dealing with the issue being discussed. Data were collected from informal reasoning worksheets and by capturing students’ arguments, with the justifications and criteria that underpinned their arguments reflecting their reasoning. The students were able to generate justifications based on a distinct perspective towards the issue with either emotive or rationalistic thought. This finding showed that prior learning experience as well as knowledge plays an important role as a modality for students to perform their reasoning skills in responding to socially context-based problems in their biology learning. Furthermore, the SSI-based learning implemented in this study functioned well to engage students in fostering their reasoning as well as decision-making skills through a social-like learning environment through which students shared, as well as confronted, ideas with well-informed opinions and argumentation.KEYWORDS: Case studystudent reasoningrole playsocio-scientific issuesbreastfeeding AcknowledgmentsAuthors gratefully thank the teacher and students who participated in and their contributions to this research study, and DIKTI Indonesia as well as Universitas Negeri Yogyakarta for their support.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SARS-CoV-2 spike protein produced by transgenic rice: research laboratory experience with secondary science students","authors":"Anna Solé-Llussà, Andrea Saba-Mayoral, Sofía Sánchez, Teresa Capell, Manuel Ibáñez","doi":"10.1080/00219266.2023.2252843","DOIUrl":"https://doi.org/10.1080/00219266.2023.2252843","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"10 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher education and professional performance: gaps and opportunities for developing professional skills in marine biologist graduates","authors":"Sergio A. González, Julio A. Vásquez","doi":"10.1080/00219266.2023.2255198","DOIUrl":"https://doi.org/10.1080/00219266.2023.2255198","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"30 16","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Proficiency testing schemes in laboratory lessons: a useful and powerful educational tool in bioscience studies","authors":"Juan M. Sanchez","doi":"10.1080/00219266.2023.2271508","DOIUrl":"https://doi.org/10.1080/00219266.2023.2271508","url":null,"abstract":"ABSTRACTBias assessment (systematic errors) is fundamental in industry and service laboratories, where reliable results must be obtained to give correct answers to specific problems. Therefore, knowledge and practice in quality methodologies is of fundamental importance for students. Unfortunately, laboratory lessons often focus on connecting theory and practice without developing the quality assurance skills that employers consider to be useful. Here, an external quality methodology based on proficiency testing schemes has been developed to introduce students to the methodologies and skills that are required to detect and find the source of biased results in the laboratory. It has been found that a large percentage of results obtained during laboratory lessons are in fact biased. The new methodology obliges students to practise how to detect biased results and, specially, the critical thinking skills that are needed to reveal the sources of bias in the laboratory. In the case study evaluated here, the application of the proposed methodology allowed students to detect the source of their biased result in 95% of the cases. Errors found were mainly due to personnel errors, as a consequence of deficits in basic hands-on skills and calculation errors.KEYWORDS: Quality controlproficiency testingsystematic errorslaboratorycritical thinking Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"17 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Plants, education and sustainability: rethinking the teaching of botany in school science","authors":"Bethan C. Stagg, Justin Dillon","doi":"10.1080/00219266.2023.2264617","DOIUrl":"https://doi.org/10.1080/00219266.2023.2264617","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135665913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive judgements in the learning of cellular theory in elementary school students","authors":"Oscar Eugenio Tamayo Alzate, Paula Andrea Herrera Flórez, Claudia Romero Villegas","doi":"10.1080/00219266.2023.2237032","DOIUrl":"https://doi.org/10.1080/00219266.2023.2237032","url":null,"abstract":"Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted with sixth graders from a public school in the city of Pereira, Colombia through a mixed research design. The results show that as the didactic unit was developed, students qualified their explanatory models about the cell and cellular theory. Their arguments were stronger and more coherent, while their metacognitive judgements displayed different levels of confidence, which improved over the course of time.","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is MORE better? Accumulating Evidence for ANT DBS in Epilepsy.","authors":"Imran H Quraishi","doi":"10.1177/15357597231197086","DOIUrl":"10.1177/15357597231197086","url":null,"abstract":"<p><p></p>","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":"14 1","pages":"357-359"},"PeriodicalIF":5.8,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10805093/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81243356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}