Teaching and learning in high school biology laboratory classes in Israel

Learning media have an important role in the teaching and learning process, because it makes the delivery of material in the learning process easier. One example of learning media is interactive multimedia based on scientific literacy. The main focus in the study of scientific literacy is the understanding of science which includes an understanding of nature through the mastery of basic science such as chemistry, biology and physics. So that interactive multimedia based on scientific literacy is very suitable in science learning. In this journal it was revealed about interactive learning media in the form of interactive videos of high school biology material based on the context of rice. In this journal the content of biology material from high schools is stated in the context of rice. The research methodology used is the waterfall method. Where after the authors analyze the content of High School Biology Material in accordance with the context of rice, then it is applied to the interactive multimedia created, and conduct interactive multimedia testing of high school students. After the usability test was conducted, the results were obtained that the interactive multimedia made could be well received and attracted the interest of most high school students who were correspondents.

Download Full-text

Reconsidering the Use of Scoring Rubrics in Biology Instruction

The American Biology Teacher ◽

10.1525/abt.2015.77.9.4 ◽

2015 ◽

Vol 77 (9) ◽

pp. 669-675 ◽

Cited By ~ 3

Author(s):

Xiaowei Tang ◽

Janet Coffey ◽

Daniel M. Levin

Keyword(s):

High School ◽

Teaching And Learning ◽

Science Teacher Education ◽

High School Biology ◽

Quality Work ◽

Grade Levels ◽

Close Analysis ◽

Scoring Rubrics ◽

Instructional Use ◽

Scoring Rubric

Scoring rubrics are widely employed across content areas and grade levels, including in high school biology classes. Besides regular external use within accountability systems, educators also have advanced their instructional use inside classrooms. In recent years, a consensus appears to be emerging in the educational literature that instructional use of rubrics is beneficial for student learning, and numerous examples in the research and practitioner literature establish their importance in teachers’ planning, instruction, and assessment. We examine this assumption through close analysis of students’ use of a scoring rubric in a high school biology classroom. We explore how instructional use of a scoring rubric influences biology teaching and learning activities, what messages about knowledge and learning such use conveys to students, and what influence such use may have on students’ emergent understandings of what constitutes quality in biological thinking and practice. Our analysis suggests that instructional use of scoring rubrics can actually undermine the very learning it is intended to support. We discuss an alternative way to help students understand what constitutes high-quality work, and we draw implications for science teacher education.

Download Full-text

Dung-Inhabiting Fungi in the High School Biology Laboratory

The American Biology Teacher ◽

10.2307/4450776 ◽

1999 ◽

Vol 61 (8) ◽

pp. 605-609 ◽

Cited By ~ 1

Author(s):

George P. Chamuris ◽

Donna Counterman

Keyword(s):

High School ◽

High School Biology ◽

Biology Laboratory

Download Full-text

Measuring the Carbon Dioxide Metabolism of Aquatic Organisms

The American Biology Teacher ◽

10.2307/4440734 ◽

1964 ◽

Vol 26 (7) ◽

pp. 499-510 ◽

Cited By ~ 3

Author(s):

Robert J. Beyers ◽

Bill Gillespie

Keyword(s):

High School ◽

Carbon Dioxide ◽

Carbon Dioxide Concentration ◽

Aquatic Organisms ◽

High School Biology ◽

Relationship Of ◽

Biology Laboratory ◽

The Relationship

A method of measuring the carbon dioxide metabolism of aquatic organisms based on the relationship of acidity and carbon dioxide concentration in water is presented. This method is suitable for use in any high school biology laboratory possessing a modern pH meter. Experimental examples of the metabolism of a fish and an aquarium are shown, and three tables of constants are given to aid in the calculations necessary to this method. Additional experiments using the method are suggested.

Download Full-text

Genetic Material Upgrading: Misconception Identification Study in High School Biology Teachers

Indonesian Journal of Biology Education ◽

10.31002/ijobe.v3i2.3201 ◽

2021 ◽

Vol 3 (2) ◽

pp. 1

Author(s):

Ika Sukmawati ◽

Karunia Galih Permadani

Keyword(s):

High School ◽

Data Collection ◽

High School Teachers ◽

Teaching And Learning ◽

Genetic Material ◽

High School Biology ◽

Biology Teachers ◽

Basic Competencies ◽

Bloom Taxonomy ◽

The Relationship

<p><em>This study aims to identify and map patterns of genetic misconceptions in high school biology teachers. This research was conducted in several stages, including the development of diagnostic test instrument with Certainty of Response Index (CRI). The instrument used in measuring misconceptions in this study is a three-tier test diagnostic instrument. There are 20 questions covering Basic Competencies 3.3, 3.5, 3.6, 3.7, and 3.8. The cognitive level of the questions covers C2 to C5 in Bloom Taxonomy. The validator's assessment shows that the instrument is suitable for data collection. The results of data collection indicate that the topics identified as having misconceptions among high school teachers are quite high (above 50%), among others: (1) The relationship between DNA, genes, and chromosomes; (2) Chromosome structure of eukaryotic cells; (3) The process of protein synthesis (transcription, translation, and genetic code); (4) Mendel Law 1; (5) Mendel Law 2; (6) Crossing-Over, Sex-Linkage, and Non-Disjunction; and (7) Causes of Mutations. Apart from misconception data, this study also reveals the experiences of teachers in conducting Biology teaching and learning activities, especially related to Genetics in high school.</em></p>

Download Full-text

O Processo de Ensino e Aprendizagem de Biologia a Partir de uma Atividade Prática Realizada pelo PIBID em Colégio Modelo Luís Eduardo Magalhães

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2017v18n4p437-444 ◽

2018 ◽

Vol 18 (4) ◽

pp. 437

Author(s):

Bruno Amorim Silveira ◽

Obertal Da Silva Almeida ◽

Nádia Amorim Pereira ◽

Odair Lacerda Lemos

Keyword(s):

High School ◽

Learning Process ◽

Teaching And Learning ◽

High School Biology ◽

School Class ◽

Biology Teaching ◽

Practical Activity ◽

High School Class ◽

Before And After ◽

Unknown Words

Inúmeras têm sido as dificuldades para se ministrar e assimilar, significativamente, os conteúdos de Biologia no Ensino Médio, em razão de fatores como o excesso de palavras desconhecidas e vocabulários técnicos utilizados e a existência das abstrações dos conceitos abordados. Neste sentido, uma das modalidades que tem sido muito utilizada juntamente com a teoria é a atividade prática. Neste contexto, este trabalho teve como objetivo analisar o ensino e aprendizagem de biologia a partir de uma atividade prática realizada pelo PIBID, no Colégio Modelo Luís Eduardo Magalhães. Os dados deste trabalho foram coletados em uma turma de 3º ano do Ensino Médio do Colégio Modelo Luís Eduardo Magalhães do município de Itapetinga-BA. Foi realizada uma atividade prática, sendo aplicados questionários antes e depois da realização mesma. Os resultados encontrados na análise dos questionários dos alunos mostraram que o PIBID tem contribuído para o aprimoramento do processo de ensino e aprendizagem, evidenciando a sua importância na formação de todos envolvidos direta e indiretamente com o programa.Palavras-chave: Ensino médio. Biologia. Bactérias. PIBID.AbstractNumerous difficulties have been encountered in teaching and assimilating Biology contents in high school, due to factors such as the excess of unknown words and technical vocabularies used and the existence of abstractions of the concepts addressed. In this sense, one of the modalities that has been widely used together with the theory is the practical activity. In this context, this work had as objective to analyze the Biology teaching and learning from a practical activity carried out by PIBID at Colégio Modelo Luis Eduardo Magalhães. The data of this work were collected in a 3rd year high school class of the Luís Eduardo Magalhães Model School in the municipality of Itapetinga-BA. A practical activity was performed, and questionnaires were applied before and after the same performance. The results found in the students’ analysis of the questionnaires showed that PIBID has contributed to the improvement of the teaching and learning process, evidencing its importance in the training of all directly and indirectly involved with the programKeywords: High school. Biology. Bacteria. PIBID.

Download Full-text