scholarly journals Religious and Biological Teaching

Nature ◽  
1955 ◽  
Vol 175 (4454) ◽  
pp. 458-458
Keyword(s):  
Biological Teaching

The Southeastern and North Central Conferences on Biological Teaching

AIBS Bulletin ◽  
1956 ◽  
Vol 6 (1) ◽  
pp. 7-7
Author(s):  
R. R. Armacost ◽  
R. L. Weaver
Keyword(s):  
North Central ◽  
Biological Teaching

A comparison, for teaching purposes, of three data-acquisition systems for the Macintosh.

1990 ◽  
Vol 258 (6) ◽  
pp. S17
Author(s):  
H D Swanson
Keyword(s):  
Data Acquisition ◽  
Ease Of Use ◽  
Macintosh Computer ◽  
Commercial Products ◽  
Data Acquisition Systems ◽  
Extensive Training ◽  
Trade Names ◽  
Biological Teaching

Three commercial products for data acquisition with the Macintosh computer, known by the trade names of LabVIEW, Analog Connection WorkBench, and MacLab were reviewed and compared, on the basis of actual trials, for their suitability in physiological and biological teaching laboratories. MacLab scored highest for ease of use but low for power and versatility. LabVIEW is the most powerful but requires extensive training. Analog Connection WorkBench offers a combination of versatility and ease of use.

Why Did the Nazis Sterilize the Blind? Genetics and the Shaping of the Sterilization Law of 1933

2019 ◽  
Vol 52 (02) ◽  
pp. 289-309 ◽  
Author(s):  
Amir Teicher
Keyword(s):  
Mentally Ill ◽  
German Society ◽  
Special Significance ◽  
Huntington's Chorea ◽  
Economic Threat ◽  
Biological Teaching ◽  
The Way

AbstractThe introduction of blindness into the Sterilization Law passed by the Nazis in July 1933, was exceptional, even by the standards of the time. Prior sterilization bills had focused on mental and nervous disorders, and they almost always excluded blindness as a category. The wish to sterilize the blind cannot be explained solely as stemming from the eugenic or economic threat that they allegedly posed to German society; such threats were acknowledged to be marginal, and they paled in comparison to the perceived menace attributed to the so-called feeble-minded and mentally ill. What made blindness of special significance for Nazi lawmakers was its disciplinary status among geneticists as an indisputable demonstration of the validity of the laws of heredity to human maladies. Together with two additional disease categories—deafness and Huntington's chorea—blindness provided Nazi legislators with scientific legitimization that helped pave the way for the sterilization of the mentally ill. For the blind, it was therefore not the fanaticism of the Nazis but rather their aspiration to ground their policy in biological teaching that ultimately proved fateful.

A framework for urban–woodland naturalization in Canada

2015 ◽  
Vol 23 (3) ◽  
pp. 321-336 ◽  
Author(s):  
Sydney A. Toni ◽  
Peter N. Duinker
Keyword(s):  
Forest Management ◽  
Native Species ◽  
Urban Forest ◽  
Urban Setting ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Potential Applications ◽  
Biological Teaching ◽  
A Site ◽  
Urban Forest Management

Urban forest naturalization has gained momentum within municipal planning and non-governmental organizations. As the interest in naturalization increases, so does the impetus for exploring its conceptual and practical dimensions. Naturalization is a form of ecological restoration with prominent social dimensions. One motivation is reintegrating the urban forest to a greater extent into its surroundings, increasing the habitat available for native species. However, naturalization is not always desirable, as we may want to use and modify certain areas for cultural purposes, or feasible, as some species may be unable to establish in an urban setting. This paper examines the concepts underlying naturalization and how they influence naturalization decisions and goals. It then provides a framework for urban forest naturalness and explores potential applications of naturalness assessments in urban forest management. The framework outlines 37 different biotic and abiotic dimensions of naturalness that can help urban forest decision-makers visualize and manage the urban forest through understanding its individual parts and thus the whole. If a site is weak in particular dimensions, actions can be directed to increase the naturalness of these components. Similarly, some dimensions may be of more interest than others, such as increasing habitat suitability for a particular species. We then offer real and hypothetical examples of applying the framework to urban forest management. The benefits of a naturalized urban forest are many. It provides habitat for native species and has an important role as a biological teaching tool for urban residents. In developing this framework, we hope to expand the discussion on naturalization beyond simply planting native species and ceasing mowing to positioning urban forests in a broader landscape.

scholarly journals Using Neuro-oncology to teach GCSE students STEM-subjects

2019 ◽  
Vol 21 (Supplement_4) ◽  
pp. iv6-iv6
Author(s):  
Lillie Shahabi ◽  
Golnaz Shahabi ◽  
Emma Wilcox ◽  
Catarina Campos ◽  
Zahra Shah ◽  
...  
Keyword(s):  
Secondary School ◽  
Informal Learning ◽  
Stem Education ◽  
Brain Tumours ◽  
Genetic Disorder ◽  
Feedback Form ◽  
Local School ◽  
Learning Contexts ◽  
Formal And Informal Learning ◽  
Biological Teaching

Abstract Background The profile of brain tumours in the wider community has recently been raised. In this project we explored whether we could link brain tumour awareness with STEM education for secondary school pupils. We aimed to inspire the next generation by bringing research into formal and informal learning contexts. Method We worked with a local school to co-design and co-create a set of blended learning sessions. Each session consisted of some “biological” teaching and a practical activity. These included using IDH, MGMT and 1p/19q as models of varying genetic disorder and a Jenga-based game to teach radiobiology. Sessions were delivered every 1–2 weeks using a multidisciplinary team. We assessed impact through informal weekly feedback, a structured feedback form and linkage to GCSE curriculum items. We assessed costs using a staff-free FEC model. Results We delivered a total of 12 hours over 10 sessions. Feedback was overwhelmingly positive from the students – “The project has been very enlightening and rewarding”. We were able to link 60% of taught material to GCSE curriculum items. We estimated costs (materials) at £260. Students presented their work at the Imperial Science Festival and an additional conference. Discussion We have co-developed and piloted an innovative multi-disciplinary toolkit to use neuro-oncology as a way of teaching STEM subjects, though a pupil-centred approach. We are now seeking to pilot the materials with other neuroscience centres/ universities to support secondary schools and neuroscience centres/ universities in working collectively to create structured, strategic, and sustainable mechanisms for engagement.

scholarly journals Research on the Development of Cooperative Learning and the Implementation of Strategies in Biology Classroom

2020 ◽  
pp. 39-44
Author(s):  
Bo Peng ◽  
Li Yang ◽  
Xiao-Rui Ma ◽  
Feng Peng ◽  
Xue-Zhong Sun ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Learning Strategy ◽  
Biology Education ◽  
Education Quality ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Goal ◽  
Biological Teaching

Cooperative learning is a mode and strategy based on collective learning, which has high value in modern classroom teaching. At present, the most creative and practical teaching mode adopted by most countries in the world is cooperative learning. Cooperative learning has been widely used in the classroom teaching mode. Recently, it is also more and more used in the biology classroom of junior high school, and gradually shows the benefits and advantages that the traditional classroom mode can not bring. The cooperative learning strategy is helpful to improve the students’ interest in learning, enhance the students’ collective consciousness and achieve the teaching goal. Therefore, this paper reviews the development of cooperative learning, summarizes the types of cooperative learning, and finds that cooperative learning can enrich biological classroom teaching activities and improve the quality of biological teaching. At last, it analyzes the strategy of cooperative learning in biology classroom, which has important theoretical significance and application value for the continuous improvement of biology education quality.

scholarly journals Pengembangan Bahan Ajar dengan Pendekatan Student Centered Learning (SCL) pada Materi Kultur Jaringan

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Jalilah Azizah Lubis ◽  
Nurmaini Ginting
Keyword(s):  
Tissue Culture ◽  
Student Response ◽  
Teaching Material ◽  
Learning Approaches ◽  
Teaching Materials ◽  
Student Centered ◽  
Student Centered Learning ◽  
Average Percentage ◽  
Culture Teaching ◽  
Biological Teaching

This study aims to determine the teaching materials developed worthy of use as a teaching material for tissue culture in SMA Negeri 5 Padangsidimpuan based on BNSP assessment criteria. Knowing the effectiveness of biological teaching materials with Student Centered Learning approaches on tissue culture materials as reading material for students of grade XI IPA SMA / MA effective and improve students' biology learning outcomes. This research is research of development of 4D model (four D model) suggested by Thiagrajan et al (1974) with research procedure covering Define, Designe, Develope and Dessiminate. The data obtained in the form of quantitative data validator and qualitative data. The product of this research is tissue culture teaching material for high school / MA students. Based on the results of the study, the average percentage of six validators on the teaching materials of students is 80.69% with the conclusions of the teaching materials worthy of use as teaching materials and this product can be followed by a small revision adding some supporters to optimize the results of the teaching materials by considering the advice and criticism from the validator. Result of questionnaire analysis of student response in general obtained average percentage of 81,24% mean student have been able to comprehend teaching materials that have been developed and effective for use in learning process.

scholarly journals BIOLOGICAL TEACHING IN SECONDARY SCHOOLS

Science ◽  
1911 ◽  
Vol 33 (845) ◽  
pp. 379-379
Author(s):  
W. L. W. FIELD
Keyword(s):  
Secondary Schools ◽  
Biological Teaching
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