Biological Education

Teaching collections are of great importance for science instruction at any level. There are several problems linked to the handling and curatorial management of this kind of collection. Among these is the relatively short life-span of specimens, due to the damage from continuous handling by students. Often the specimens used to replenish the teaching collection come from sampling in field.

This paper divides working capital into working capital of operating activities and working capital of financing activities. Working capital of operating activities can be further divided into working capital of procurement channels, working capital of productive channels and working capital of marketing channels by channel. Then we analyze the data in the balance sheet and income statement from Shenzhen biological, pharmaceutical listed companies in 2012 by the statistical description. Finally, we study the status of its working capital management.

The Philippines has shifted to a new K to 12 Curriculum in an attempt to address the pressing concerns raised on the quality of education in the country. The change in the curriculum presented a mismatch problem between in-service teachers. Hence, this research aimed at examining self-efficacy beliefs and subject-specific self-science teachers. Both groups had satisfactory levels of PSTE and STEO. Primary teachers were most confident in teaching chemistry, biology for high school teachers and both groups were least confident in teaching physics. These results were believed to be due to the limited experience of the teachers.

A number of countries are currently tackling the issue of curriculum reform in school science. In England and Wales, a 5-year moratorium on curriculum reform across the 5-16 age range will end in the year 2000. This article reviews the conclusions of a 2-year project, funded by the Nuffield Foundation, which explored ways in which a new science curriculum might be constructed and what it might look like. Particular attention is paid to the aims of science education, to the relationship between the content of a syllabus and its assessment, and to ...

Anti-inflammatory, anti-oxidant, anti-cancerous,  radioprotective and
anti-microbial properties of ginger (Zingiber officinale) rhizome are
well  recognized  worldwide.  Ginger  consumption  also  helps  in  the
management  of  inflammatory  damage  in  Alzheimer’s  and
Parkinson’s  disease.  Biological  properties  of  ginger  rhizome  are
attributed  to  its  active  compounds  including,  gingerols,  shogaols,
paradols  and  zingerone.  Zingerone  is  active  component  of  dried
ginger  rhizome  and  used  in  food  industry  as  flavouring  agent.
Various  observations  on  the  protective  role  of  zingerone  against
radiation  induced  oxidative  stress;  tissue  inflammatory  damage  and
drug  induced  toxicity  have  been  made  using  a  wide  range  of
experimental  models.  Mechanism  of  antioxidant  and  antiinflammatory  action  of  zingerone  has  been  linked  to potent  radical
scavenging  effect, causing  alteration in  gene/protein expression and
interference  with  intracellular  cell  signalling  pathways  of
inflammation.  Our  laboratory  for  the  first  time  revealed  antibiofilm
activity  of  zingerone  against  opportunistic  pathogen  Pseudomonas
aeruginosa. This study suggested that zingerone can be explored as a
safe  anti-infective  agent  against  P.  aeruginosa biofilm  associated
infections.  Hence,  comprehensive  information  showing  health
benefits of zingerone are urgently needed that may provide an update
on  its  therapeutic  potential.  We  conducted  a  detailed  search  of
literature  to  summarize  the  proven  health  benefits  and  biological
properties of zingerone. This review article summarizes in detail the
in vitroand in vivopharmacological benefits of zingerone.

On first contact, students express less interest in plants than in animals. With suitable didactic methods, however, the teacher can actively interest students in plants. In our research we attempted to quantify the influence of these methods. 184 students of three age groups took part in the experiment. We used eight plants (one artificial). We found that it was possible to influence the level of student interest.

... In item 5, 29.2 per cent of students in Year 8, 46.6 per cent in Year 9, 41.4 per cent in Year 10 ... Diagnosing misconceptions of photosynthesis Haslam and Treagust The most important benefit to (1) green plants when removal of carbon dioxide from the air they photosynthesize is: ...

Contrairement à l'idée répandue selon laquelle nous sommes programmés par notre code génétique, des scientifiques ont montré que celui-ci est en réalité un stock de données qui peuvent être activées ou non selon nos conditions de vie (nutritionnelles et psychiques). La science de l'épigénétique a montré que cette activation était due à des modifications chimiques réversibles du gène. Chacun de nous est donc dans un état épigénétique qui lui est propre et qui se modifie avec l'âge. Dans certaines circonstances, cet état est transmissible à la descendance, et cela bouleverse les idées figées des scientifiques sur l'évolution des espèces par la sélection naturelle. D'autres observations nous démontrent que l'ADN et les gènes ne sont pas des assemblages constitués de façon fixe et définitive. L'ADN se recompose en partie lorsque certains fragments (les transposons) changent de place. La plasticité des cellules nerveuses est un autre exemple qui montre combien nos cellules ne sont pas constituées une fois pour toutes, mais possèdent la capacité étonnante de s'adapter au changement et d'inventer de nouvelles formes.

Pembelajaran biologi  di  sekolah tentunya perlu disusun dalam sebuah program yang terstruktur dan terencana agar  tujuan dari pembelajaran ini dapat tercapai dalam ukuran yang jelas. Olah karena itu, perlu disusun sebuah program kurikulum yang dilengkapi dengan asesmen dan evaluasi mengenai keberhasiilannya di dalam pembelajaran.

Tanaman bambu memiliki nama ilmiah Bambusa Sp. Merupakan tanaman jenis rumput-rumputan dengan rongga dan ruas di batangnya. Bambu memiliki nama lain yaitu Pring (Jawa), Swanggi (Papua), Aya (Bali), Awi (Sunda), Aur (Sumatra), Bulu (Maluku), Awo dan Pering (Bugis), dan Aor Selat (Kalimantan Barat).

Using a dual neurocognitive systems framework, Piaget’s ideas are elaborated to allow for executive processes and post formal thinking. Developing imagination, emotional expression, and creativity through the ‘arts’ should not be seen as educational luxuries that are to be argued for in terms of philosophical ideals, rather, they should be seen as important for mental health, and essential aspects of nurturing the psyche in accordance with its evolving biological nature.

Species identification tasks are generally accepted as fundamental aspects of biodiversity education. Our educational training unit, therefore, focused on identification skills by introducing stuffed specimens in combination with identification books and preparation booklets.We limited the number of bird species to six. 492 secondary school pupils (163 from 8th grade [high stratification level] and 329 from 9th grade [medium stratification level]) participated in the study. Instruction-1 pupils received a hands-on lesson about the natural history of six bird species, while Instruction-2 pupils were taught in a conventional teacher-centred manner. Pupils from the hands-on classes achieved significantly better grades in two follow-up tests. The measure of well-being was significantly enhanced by the teaching technique, while interest, anxiety and boredom were not affected. Additionally, pupils appreciated the opportunity of self-regulation. In general, a shift from the unspecific to the specific was observed: for instance, from duck and gull to mallard and black-headed gull. A reduction in the number of species presented to pupils within a lesson seems to enhance learning and retention effects.

Argumentasi ilmiah dapat membantu siswa untuk meningkatkan keaktifan siswa dalam kelas dan meningkatkan daya tarik siswa lainnya untuk mengeluarkan pendapatnya. Hasil wawancara yang dilakukan dengan guru biologi kelas X MAN Tulungagung 1 secara umum dapat diketahui bahwa penyebab rendahnya hasil belajar biologi adalah kurangnya minat siswa pada materi pelajaran biologi, karakteristik materi biologi yang banyak menuntut siswa untuk menghafal, banyak menggunakan bahasa-bahasa latin, banyak mata pelajaran dan hafalan bahasa Arab. Sedangkan hasil hasil angket yang diajukan pada siswa kelas X IIS Unggulan 2 menunjukkan bahwa 65,25% siswa merasa sulit pada materi tersebut. Dari 27 siswa di kelas X IIS Unggulan 2 juga dapat diketahui bahwa banyak siswa yang pasif pada saat pembelajaran, karena hanya beberapa siswa yang berani berargumen dan menjawab pertanyaan dari guru. Guru sebagai fasilitator memiliki kemampuan dalam menentukan model pembelajaran yang dapat meningkatkan argumentasi ilmiah. Model pembelajaran Group Investigastion dipadu Number Heads Together sangat efektif diterapkan pada siswa kelas X IIS
Unggulan 2 MAN Tulungagung 1 untuk menciptakan suasana belajar yang aktif dan kreatif dalam proses pembelajaran. Metode yang digunakan adalah pendekatan Penelitian Tindakan Kelas dengan 2 siklus, karena peneliti ingin menghasilkan data yang dapat dianalisis secara deskriptif presentatif. Hasil penelitian pada siklus 1 menunjukkan bahwa dari 22 siswa, terdapat 8 siswa dengan kriteria kurang sekali, 4 siswa dengan kriteria kurang, 7 siswa dengan kriteria berkembang, dan 3 siswa dengan kriteria baik dalam argumentasi ilmiah. Sedangkan pada siklus 2 menunjukkan bahwa dari ke 22 siswa, terdapat 14 siswa dengan kriteria berkembang dan 8 siswa dengan kriteria baik dalam argumentasi ilmiah. Dengan demikian model pembelajaran Group Investigastion dipadu Number Heads Together dapat meningkatkan argumentasi ilmiah siswa kelas X IIS Unggulan 2 MAN Tulungagung 1.

More than 90% of vascular plants in terrestrial ecosystems form symbiotic root-fungal associations known as mycorrhiza; in Mediterranean biomes all known mycorrhizal types co-exist. However, the understanding of mycorrhizal diversity and structure and their ecophysiological impact in soil productivity and conservation has been shown to be very poor among biology graduates. Two major reasons were detected: lack of (1) reliable information available and (2) teacher training. Our experience reveals that teachers are discouraged from practicals that involve long protocols and/or toxic chemicals. Despite this, we observed their willingness to be involved in studies of fungal diversity and function in natural communities, based on training with simple, safe methods. We confirmed that our training courses were important not only for acquisition of new information and development of skills, but also that they stimulated the planning of a number of different practicals linked to themes taught during the year.

Creationists are becoming more active in Europe. We expect that European biology teachers will be more frequently challenged by students who introduce creationist misconceptions of evolutionary theory into the classroom. Moreover, research suggests that not all teachers are equally well prepared to deal with them. To make biology teachers aware of what they might be confronted with, we discuss three kinds of misconceptions that are common in creationist literature: misconstruing scientific methodology, making a straw man out of evolutionary theory, and demanding unreasonable evidence. We offer some suggestions as to how to deal with them, but we also note the importance of embedding this approach in a more comprehensive educational program in which students learn to think critically and in which their moral concerns and worldview are taken into account. In addition, we invite biology teachers to reflect on their own knowledge and, if necessary, to refresh it by consulting accessible yet scientifically informed literature. Although our main concern lies with teachers in Europe, our approach might be valuable to biology teachers worldwide.

"This study investigated the development of new ideas about animals, habitats and the zoo amongst a sample of pupils attending ZSL London Zoo. Results indicate the potential of educational presentations based around zoo visits, for enabling conceptual transformations relating to environmental science. At the same time, the research highlights the vital role of existing cultural representations of different animals and habitats which are confronted by the new ideas introduced during educational visits to the zoo.

Wagoner, B. & Jensen, E. (2010). ‘Science learning at the zoo: Evaluating children’s developing understanding of animals and their habitats’. Psychology & Society, 3(1): p. 65-76."

In this paper, I argue that characterisations of life through lists of properties have several shortcomings and should be replaced by theory-based accounts that explain the coexistence of a set of properties in living beings. The concept of life should acquire its meaning from its relationships with other concepts inside a theory. I illustrate this view by discussing definitions of life in several biological theories: the synthetic theory of evolution, autopoiesis, Artificial Life, and biosemiotics.

Understanding evolutionary mechanisms is fundamental to a balanced biological education, yet practical demonstrations are rarely considered. In this paper we describe a bacterial liquid microcosm which can be used to demonstrate aspects of evolution, namely adaptive radiation, niche colonisation and competitive fitness. In microcosms inoculated with Pseudomonas fluorescens SBW25, evolved mutants such as the Wrinkly Spreader (WS) rapidly arise to form biofilms covering the air–liquid (A–L) interface. WS are readily isolated due to a distinctive colony morphology and reach 30% of the population within five days. When re‐inoculated into static microcosms, WS preferentially colonises the A–L interface by producing a biofilm, demonstrating a niche preference distinct from the ancestral SBW25 which grows throughout the liquid column. This ability provides the WS with a 2.5× competitive fitness advantage over the non‐biofilm forming ancestral SBW25. However, WS and SBW25 have similar fitness in shaken microcosms where biofilms cannot form. These practical demonstrations of WS evolution, suitable for secondary or tertiary‐level classes, can be linked with a literature‐based review of the underlying molecular biology of the WS phenotype to provide a true exemplar of the modern evolutionary synthesis, the current paradigm in evolutionary biology.