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... more
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,... more
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... more
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... more
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... more
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... more
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.
Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best... more
Modeling, like inquiry more generally, is not a single method, but rather a complex suite of strategies. Philosophers of biology, citing the diverse aims, interests, and disciplinary cultures of biologists, argue that modeling is best understood in the context of its epistemic aims and cognitive payoffs. In the science education literature, modeling has been discussed in a variety of ways, but often without explicit reference to the diversity of roles models play in scientific practice. We aim to expand and bring clarity to the myriad uses of models in science by presenting a framework from philosopher of biology Jay Odenbaugh that describes five pragmatic strategies of model use in the biological sciences. We then present illustrative examples of each of these roles from an empirical study of an undergraduate biological modeling curriculum, which highlight how students used models to help them frame their research question, explore ideas, and refine their conceptual understanding in an educational setting. Our aim is to begin to explicate the definition of modeling in science in a way that will allow educators and curriculum developers to make informed choices about how and for what purpose modeling enters science classrooms.
... 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... more
... 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: ...
The main purpose of this study was to examine the relation between attitudes towards science in biology courses and students’ biology achievement. A total of 185 grade 12 (age 17-18 years) students in Isfahan answered to a 30-item... more
The main purpose of this study was to examine the relation between attitudes towards science in biology courses and students’ biology achievement. A total of 185 grade 12 (age 17-18 years) students in Isfahan answered to a 30-item questionnaire provided by authors based on STAQ-R inventory. The results showed that among attitude towards science dimensions, only “biology is fun for me”, has meaningful and positive relation with students’ achievement in biology. Also there was no significant difference between girls and boys in attitude towards biology, although girls had better achievements in biology in comparison with boys.
Perangkat Pembelajaran Biologi Kelas X SMA/MA yang terdiri dari RME, PROTA, PROMES, SILABUS, Analisis Keterkaitan KI KD IPK dan Materi, Penetapan IPK, RPP dan KKM yang berbasis Kurikulum 2013 Revisi 2020
Perangkat Pembelajaran Biologi Kelas X SMA/MA yang terdiri dari RME, PROTA, PROMES, SILABUS, Analisis Keterkaitan KI KD IPK dan Materi, Penetapan IPK, RPP dan KKM yang berbasis Kurikulum 2013 Revisi 2020
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... more
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... more
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... more
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... more
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... more
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.
Many studies have shown that students' understanding of evolution is low and some sort of historical approach would be necessary in order to allow students to understand the theory of evolution. It is common to present Mendelian genetics... more
Many studies have shown that students' understanding of evolution is low and some sort of historical approach would be necessary in order to allow students to understand the theory of evolution. It is common to present Mendelian genetics to high school students prior to Biological Evolution, having in mind historical and epistemological assumptions regarding connections between the works of Gregor Mendel and Charles Darwin. It is often said that Darwin 'lacked' a theory of heredity and, therefore, he had not been able to produce the synthetic theory of evolution himself. Thus, schools could provide a prior basis for heredity, so that students could begin to study evolution with a proper background in genetics. We intend to review some research on the history of biology, attempting to show that, even if Darwin had had notice of Mendel's works – which we think he did – he would not have changed his views on heredity. We examine this belief and its possible origins, offer some considerations about Darwin's views on heredity, including his knowledge of the 3:1 ratio, the consequences for the work on Nature of Science (NOS), and finally give five reasons to consider alternative possibilities for curriculum development.
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... more
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... more
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.
Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory.... more
Natural selection is one of the most famous metaphors in the history of science. Charles Darwin used the metaphor and the underlying analogy to frame his ideas about evolution and its main driving mechanism into a full-fledged theory. Because the metaphor turned out to be such a powerful epistemic tool, Darwin naturally assumed that he could also employ it as an educational tool to inform his contemporaries about his findings. Moreover, by using the metaphor Darwin was able to bring his theory in accordance with both the dominant philosophy of science in his time and the respected tradition of natural theology. However, as he introduced his theory of evolution by natural selection in On the origin of species in 1859, the metaphor also turned out to have a serious downside. Because of its intentional overtones, his contemporaries systematically misunderstood his metaphor not as a natural mechanism causing evolution to occur but as an agent who works towards particular ends. The difference in success between natural selection as an epistemic tool and its failure as an educational tool is labelled as a paradox. We explain the paradox from a cognitive perspective and discuss the implications for teaching evolution.
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,... more
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... more
"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... more
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... more
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.