Integration of Islamic Concept in Teaching Biology in the University

This research entitled “Integration of Islamic Concept in Teaching Biology in the University”. Biological science that is taught in most learning institutions has been secular in nature. Almost all of the biological processes, theories and principles are taught without referring to Islamic concept. The teaching of Qur'an is separated from the teaching of Biological science. Thus, many Muslim students and teachers have kept on patronizing secular curriculum of the west. Hence, this research work spelled out the relevant and applicable Qur’anic verses to Biology, assessed why Biological teachings of Islam should be a part of the curriculum in the university, and determined the perception and level of awareness of the students and teachers on the relevance of certain Biological concept and Islamic context. This study was conducted at the Mindanao State University - Sulu. This research was both qualitative and quantitative since the findings were based on theories, Qur’anic verses, interviews and percentage computation. Based on the findings, there were many Qur-anic verses dealing with Biological sciences, and these verses were relevant and applicable to Biology. Specifically on sex determination which deals with the sex of organism. The verse is “He bestows female upon whom He wills, and bestows male upon He wills (Qur’an, 42:49), also, has He taken daughters out of what He has created, and He has selected for your son? (Qur’an, 43:16). And made of him two sexes, male and female (Qur’an, 75:39). Another, We have created you in pairs, male and female (Qur’an, 78:8). This verse is also relevant to the function of gene which determines the two contrasting traits. On order, a characteristic of life which refers to the organization and precise arrangement of structure of organism is related to this verse, Allah shaped and fashioned him in due proportion (Qur’an, 75:38). On adaptation in which the organism must undergo changes to survive. Verily! Allah will not change the good condition of organisms as long as they do not change themselves (Qur’an, 13:11). Regarding perceptions and awareness, almost all the participants were aware and agreed on the relevance of Biological science to Islam. The results revealed that some of the Biological theories, principles and process are relevant and applicable to Qur’anic verses. However, the researcher recommended that there is a need for the Biological teaching of Islam to be part of the curriculum in the university in order to avoid confusion on Biological concept and Islamic context. The Holy Qur-an contain verses relevant and applicable to Biological concept. Most of the respondents have agreed and believed on both Biological and Islamic concepts as reflected on the findings above. Therefore, integration of Islamic concept in teaching Biology is necessary.

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

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.

Using Neuro-oncology to teach GCSE students STEM-subjects

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.

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

The 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.

Study and Design Experiments in Teaching Chapter I - Chemical Component of Cellular, Biology 10

Experiment in biological teaching is one of the important tools for deeper the student’s knowledge, and improving their practice skill. However, in the chapter I - The chemical composition of cell, Biology 10, there is no any experiment that illustrates the knowledge’s content. Therefore, this article designed some experiments which not only associated with daily life with cheap materials and chemicals, and easy to find, but also ensuring scientific and pedagogical efficiency. Experimental pedagogy has demonstrated that designed experiments can help student better understand the knowledge and interest in the subject. Keywords Biology 10, experiment, cellular References 1. Đinh Quang Báo, Nguyễn Đức Thành, 2001. Lý luận dạy học sinh học. NXB Giáo dục2. Hoàng Thu Hà, Vũ Phương Liên, Nguyễn Thị Phương Vy, Trần Thị Vân Trang, 2017. Đánh giá thực trạng dạy học thí nghiệm trong dạy học các môn Vật lý, Hóa học và Sinh học tại trường Trung học phổ thông. Những xu thế mới trong giáo dục. Kỷ yếu hội thảo quốc tế. Nhà xuất bản Đại học quốc gia Hà nội.3. Đỗ Hương Trà, Trần Khánh Ngọc, Trần Trung Ninh, Trần Thị Thu Thủy, Nguyễn Công Khanh, Nguyễn Vũ Bích Hiền, 2015.Dạy học tích hợp phát triển năng lực học sinh, Quyển 1- Khoa học tự nhiên.NXB Đại học Sư phạm Hà nội.4. Nguyễn Cảnh Toàn, N.C.A.,2009. Dạy học theo định hướng hình thành và phát triển năng lực người học ở trường phổ thông. NXB Đại học Sư phạm.5. Trần Bá Hoành, 2006. Đổi mới phương pháp dạy học, chương trình và sách giáo khoa. NXB Đại học sư phạm.6. Jenet Verjovsky, Guillermina Waldegg, 2005. Analyzing beliefs and practices of a Mexican high school biology teacher. Journal of Research in Science teaching.

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

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.

A framework for urban–woodland naturalization in Canada

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.

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

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.