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Adapting Undergraduate Biology to Include Science Practices by Teaching Students to Generate Scientific Explanations J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-13 Susanna E. Honig, Robin Dunkin, Tamara Ball, Lisa Hunter
Generating scientific explanations is a fundamental science practice in biology, yet pedagogical efforts to make this practice explicit and devote time for students to perform this practice are not...
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Assessing biology teachers’ satisfaction with a shift from a thematic to conceptual curriculum approach: implications for science education reform J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-11 Mirela Sertić Perić, Klara Draženović
This paper investigates the satisfaction of high school biology teachers within a context of educational reform in Croatia, which could serve as a representative model for broader science education...
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Exploring the local vegetation: botanical inquiry trail, an interactive journey of learning J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-06 I Corbacho-Cuello, M.A Hernández-Barco, A Munoz-Losa
This study explores the importance of botany education and how local vegetation becomes a valuable tool for learning. It introduces a hands-on learning approach through a botanical inquiry trail, w...
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Teaching for sustainable development in vocational education J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-06 Annika Forsler, Pernilla Nilsson, Susanne Walan
The pursuit of sustainable development is a necessity for life on Earth and the future of humanity. Education is important in this endeavour; therefore, creating knowledge about teachers’ teaching ...
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When less is more in living systems: subtractive cognitive biases and life science learning J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-06 Ross H. Nehm
This commentary introduces additive and subtractive transformations as foundational human cognitive biases and proposes possible links to biological reasoning challenges in both novices and experts...
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Middle school students’ perception of marine and coastal environments J. Biol. Edu. (IF 1.1) Pub Date : 2024-03-06 Grace V. B. C. L. Alves, Renata Aparecida Alitto, Thiago Antunes-Souza, Simone A. A. Martorano
The marine environment has undergone transformations and degradations that are, in many cases, irreversible. Knowing and valuing this environment is the first step in the conservation process. We a...
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The role of the education sector in shaping a sustainable future J. Biol. Edu. (IF 1.1) Pub Date : 2024-02-13 Chris Graham
Published in Journal of Biological Education (Vol. 58, No. 1, 2024)
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Attitudes towards plants – exploring the role of plants’ ecosystem services J. Biol. Edu. (IF 1.1) Pub Date : 2024-02-10 Benno Dünser, Andrea Möller, Valentina Fondriest, Markus Boeckle, Peter Lampert, Peter Pany
With biodiversity loss as one of today’s most pressing global problems, it is crucial to raise public recognition of this crisis and promote acceptance of conservation efforts. Plants, which typica...
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Biology lecturers’ perceptions of genetics literacy in Indonesia: an explanatory sequential mixed methods study J. Biol. Edu. (IF 1.1) Pub Date : 2024-02-05 Hidayati Maghfiroh, Siti Zubaidah, Susriyati Mahanal, Hendra Susanto
Given its impact on medicine, agriculture, and society, genetics literacy has attracted international interest. Biology lecturers play a crucial role in supporting students’ genetics literacy empow...
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Use of concept cartoons within the conceptual change model to address students’ misconceptions in biology: a case study J. Biol. Edu. (IF 1.1) Pub Date : 2024-01-30 Shakeel Mohammad Cassam Atchia, Moshimee Gunowa
As some misconceptions remain persistent, comforting and highly resistant to change, it is imperative to use methods and strategies that are centred around students’ abilities, interests and needs ...
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Exploring individual differences in photosynthesis and respiration knowledge in the context of green plants J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-20 Vesta Vančugovienė, Jake McMullen, Erno Lehtinen, Ilona Södervik
A scientific conceptual understanding of photosynthesis and respiration provides an important basis for understanding nature and the regulations of life. Photosynthesis and respiration are complex ...
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A three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soil J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Diego Corrochano, Daniel Zuazagoitia, Marcia Eugenio-Gozalbo, Lidón Monferrer, Inés Ortega-Cubero, Aritz Ruiz-González, Lourdes Aragón
Pre-service teachers’ mental models of the nature of soil were investigated in a sample of 181 students from four different Spanish universities, using three different methodological approaches: a ...
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Effectiveness of documentary-based augmented reality application in teaching environmental problems J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Esra Çakirlar-Altuntaş, Salih Levent Turan
This study aims to reveal the effectiveness of documentary-based augmented reality applications in environmental education compared to the direct instruction method supported by the question and an...
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Ontological assumptions on the introduction of the concepts of cells and the functioning of living beings in school textbooks J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Pamela Medina, Waldo Quiroz
Within the scope of this investigation, educational instruments grounded on materialist ontology were employed to undertake a semantic analysis of the concepts of cell and the mechanisms of living ...
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Creating an effective fluorescence microscopy lesson as a research experience for a science educator-in- training J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Patricia Melloy, Alyssa Worbetz
We developed a fluorescence microscopy lesson geared towards high school students. Our goals included demonstrating how fluorescence microscopy works and illustrating the localisation of key cellul...
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Students’ perceptions of the presence of feral exotic pets and influencing factors J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Ana Ruiz-Navarro, Patricia Esteve Guirao, Isabel Banos-González, Francisco Díaz Tárraga
Invasive alien species (IAS) are one of the main drivers of global biodiversity loss. The present study aims at performing a diagnostic analysis of the perceptions of Primary and Secondary school s...
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Biology teachers’ implementation of the competence based curriculum in Tanzania: challenges and opportunities J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Hawa Mpate
Seventeen years following the introduction and subsequent adoption of the Competency-Based Curriculum (CBC) in Tanzanian secondary schools, teachers continue to grapple with its implementation. Thi...
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Hands-on learning with 3D-printed flower models J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-14 Peter Lampert, Peter Pany, Niklas Gericke
Sustaining a broad diversity of plants is key for a sustainable future. For instance, providing a variety of flowering plants in urban and agricultural landscapes mitigates the current decline of p...
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Investigation of middle school and high school students’ ecosystem knowledge through their drawings J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-11 Mehmet Şen, Yavuz Kamacı
This study aims to understand middle and high school students’ ecosystem knowledge including knowledge about the food web, food pyramid, and energy flow. The data were collected from 250 middle sch...
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Laboratory class for isoenzymes teaching: simulation of creatine kinase electrophoresis using dyes J. Biol. Edu. (IF 1.1) Pub Date : 2023-12-10 Louise Castro de Jesus, Sophia Lincoln Cardoso de Azevedo, Rafaela Moraes Pereira de Sousa, Ana Beatriz Matos, Salim Kanaan, José Carlos Pelielo de Mattos, Lidia Maria Amorim
Isoenzymes are variant forms of the same enzyme activity that exhibits different tissue distribution. When cells are damaged, intracellular content leaks into the blood stream, making them potentia...
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Impact of the COVID-19 lockdown on the academic performance of students of distance learning mode in Biological Sciences: a case study in Brazil J. Biol. Edu. (IF 1.1) Pub Date : 2023-11-27 Ana Cintia Santos de Almeida, D. F. Rangel, L. L. Costa
This work tested the hypothesis that the academic performance of students in a distance learning course in Biological Sciences (PBS-CEDERJ) decreased during the COVID-19 pandemic in disciplines wit...
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Overcoming plant blindness: are the future teachers ready? J. Biol. Edu. (IF 1.1) Pub Date : 2023-11-06 Javier Bobo-Pinilla, Javier Marcos-Walias, Jaime Delgado Iglesias, Roberto Reinoso Tapia
Plant blindness refers to the tendency of people to overlook and undervalue plants in their environment, which can have negative consequences for both the environment and human well-being. As pre-s...
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Plants, education and sustainability: rethinking the teaching of botany in school science J. Biol. Edu. (IF 1.1) Pub Date : 2023-11-06 Bethan C. Stagg, Justin Dillon
Published in Journal of Biological Education (Vol. 57, No. 5, 2023)
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Student reasoning during socio-scientific issues-based learning with a role play: a case study of breastfeeding versus milk formula J. Biol. Edu. (IF 1.1) Pub Date : 2023-11-06 Agung W. Subiantoro, David Treagust, Kok-Sing Tang
This research aimed to understand the features of the informal reasoning skills performed by students who debated the socio-scientific contentious issue of breastfeeding versus milk formula during ...
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SARS-CoV-2 spike protein produced by transgenic rice: research laboratory experience with secondary science students J. Biol. Edu. (IF 1.1) Pub Date : 2023-10-30 Anna Solé-Llussà, Andrea Saba-Mayoral, Sofía Sánchez, Teresa Capell, Manuel Ibáñez
We designed and evaluated a student laboratory workshop on plant-based vaccines against the SARS-CoV-2 virus. The workshop focused on hands-on laboratory techniques, including DNA extraction from r...
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Higher education and professional performance: gaps and opportunities for developing professional skills in marine biologist graduates J. Biol. Edu. (IF 1.1) Pub Date : 2023-10-26 Sergio A. González, Julio A. Vásquez
Professional training plans play a pivotal role in higher education institutions, as they significantly impact employability, graduate performance, and meeting labour market demands. These aspects ...
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Proficiency testing schemes in laboratory lessons: a useful and powerful educational tool in bioscience studies J. Biol. Edu. (IF 1.1) Pub Date : 2023-10-23 Juan M. Sanchez
Bias assessment (systematic errors) is fundamental in industry and service laboratories, where reliable results must be obtained to give correct answers to specific problems. Therefore, knowledge a...
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Metacognitive judgements in the learning of cellular theory in elementary school students J. Biol. Edu. (IF 1.1) Pub Date : 2023-09-11 Oscar Eugenio Tamayo Alzate, Paula Andrea Herrera Flórez, Claudia Romero Villegas
ABSTRACT Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted with sixth graders from a public school in
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Natural products vs bacteria: laboratory exercises to determine the antimicrobial activity of plant extracts J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-29 María Evangelina Carezzano, María de las Mercedes Oliva, Emiliano Foresto, Pablo Bogino, Walter Giordano
ABSTRACT Plant extracts and their components have been reported to have antimicrobial properties against phytopathogens. Although such properties could be harnessed for the development of new pathogen control strategies, there are no standardised methods for their assessment in different extracts. The laboratory exercise presented here involves the use of chemical and microbiological techniques to
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Methods to improve grading reliability in multi-section undergraduate courses J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-22 Andrea Malek Ash, Amr El Zawily
ABSTRACT Grades matter to students, and grading methods have documented impacts on student outcomes. While many strategies exist to study variance and reliability in research settings, unique challenges exist when it comes to applying these techniques in practical settings of post-secondary coursework. In our course setting, teaching assistants (TA’s) grade the written laboratory reports, but there
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Is it time to remove Mendel from the school curriculum? J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-18 Robert Johnston
Published in Journal of Biological Education (Vol. 57, No. 4, 2023)
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“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19 J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-17 Anna-Clara Rönner, Anna Jakobsson, Niklas Gericke
ABSTRACT Recently, the COVID-19 pandemic impacted immensely on individuals and societies around the world. This study aimed at delineating Swedish middle school (10–12-year-old) pupils’ understanding of bacteria and viruses, thereby illustrating the influence of the pandemic at schools and in society. Data was collected by semi-structured, individual interviews and by asking pupils to draw images.
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Lower secondary school students’ knowledge and understandings of bees J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-08 Daihu Yang
ABSTRACT Bees play a pivotal role in maintaining ecosystems and securing food for humankind. As such, it is crucial to shape a scientific understanding of bees for school students at a young age so as to value and protect the little creatures. This study is intended to identify teenage students’ knowledge and understandings of bees in relation to structures, behaviours, functions, threatening factors
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Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education J. Biol. Edu. (IF 1.1) Pub Date : 2023-08-08 Emmeline E. Hoogland, Micha H.J. Ummels
ABSTRACT In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful contexts providing opportunities for the learning
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Secularism, biology teachers, and evolution teaching: a comparative analysis of the Brazilian phenomenon J. Biol. Edu. (IF 1.1) Pub Date : 2023-07-11 Heslley Machado Silva
ABSTRACT The issue of the secular state is pertinent in Latin America, especially in countries like Brazil, where religion may influence the political and educational field. Data from a survey of biology teachers regarding the teaching of evolution in Argentina, Brazil and Uruguay were analysed, recognising the secularity of the countries. The BIOHEAD-CITIZEN questionnaire and semi-structured interviews
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Investigating student experiences of botanical field work using a semi-immersive virtual botanical fieldtrip J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-25 Karen L. Bacon
ABSTRACT Field teaching is an essential component of botany and ecology; however, field classes were among the most likely to be cancelled during the early stages of the COVID-19 pandemic. Virtual alternatives that could be used to meet learning outcomes for botany (e.g. plant identification, surveying skills development) were largely unavailable at this time. To address this, a semi-immersive virtual
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‘Are they walking their talk?’: alignment of teachers’ professed beliefs and enacted practices for teaching through dialogic argumentation J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-13 Sally B. Gutierez
ABSTRACT This exploratory multiple-case study investigated the belief systems (professed and enacted) of four secondary school biology teachers towards teaching through dialogic argumentation. The constant comparison method was used to iteratively assess the qualitative data, which included classroom observations, field notes, transcripts of the formal and informal interviews and teachers’ reflections
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What is ‘powerful knowledge’ in school biology? J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-13 Edith R. Dempster
Published in Journal of Biological Education (Vol. 57, No. 2, 2023)
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Preservice science teachers’ conceptions of trees, forests and deforestation J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-10 Ebru Ozturk-Akar
ABSTRACT In this study, preservice science teachers’ conceptions of trees, forests and deforestation were explored. Thirty-three preservice science teachers who were enrolled in a compulsory ecology course participated in the study. Two open question forms were used to collect data in class hours. A phenomenographic research methodology was used to analyse preservice science teachers’ written responses
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Analysis of upper-secondary education students’ models and perceptions after an analogy-based didactic intervention J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-10 Lourdes Aragón, Beatriz Gómez-Chacón, Arancha León Morillo, Esther García-Gónzalez
ABSTRACT In this paper, a self-created analogy is presented based on comparing the process of osmosis with a situation recreated in a train carriage. It was implemented with upper-secondary education students at a secondary school in Chiclana de la Frontera (Cádiz, Spain). To assess the progression of the students’ models on osmosis, their activities during the implementation were used. Their perceptions
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Between biology and religion: dialogue in the Saudi primary science classroom J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-09 Fayadh Hamed Alanazi, Amani Khalaf. H. Alghamdi
ABSTRACT This study explored the usefulness of the open dialogue strategy to help Saudi Arabian primary teachers teach, and fourth-grade students learn, the key biological concept of classification, which is a significant challenge for students to grasp, especially the concept of humans versus animals. The convenience sample comprised N = 84 Grade four students (50% female, 50% male) in the 2018 Autumn
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Conceptions of primary school students and trainee teachers about seed germination J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-09 Beatriz Carrasquer-Álvarez, Adrián Ponz-Miranda
ABSTRACT Research into seed germination classroom activities has been common in the last few decades. Didactic proposals have generally focused on the implementation of guided activities in a specific educational stage and context, and an evaluation of the results. However, it is not evident that students approach seed and germination concepts with a reasoned argument. In light of this, comparative
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Learning outcomes of transforming cutting-edge iPSC research into informal science courses for upper secondary school students J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-09 Jui-Chou Cheng
ABSTRACT Interest affects learning; it also affects students’ attitude towards science and career choices. It is therefore urgent to increase students’ interest and improve their attitude towards science to face the complex challenges of the future. This study transformed cutting-edge induced pluripotent stem cells (iPSC) research into an informal science course to explore the effect of students’ situational
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Grit matters to biology doctoral students’ perception of barriers to degree completion J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-09 Karina A. Sanchez, Amanda J. Bevan, Alexandra A. Vita, Emily A. Royse, Eric Januszkiewicz, Emily A. Holt
ABSTRACT Biology doctoral students face a myriad of barriers that may extend or impede their degree completion. These barriers result in a less diverse workforce, considering that institutionalised prejudices have created more barriers to academic success for some groups than others. Here, we aimed to understand the role that non-cognitive and demographic factors play in predicting doctoral students'
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Have teachers’ opinions about outdoor education changed after the pandemic? J. Biol. Edu. (IF 1.1) Pub Date : 2023-04-09 Éva Borsos, Andrea Bencéné Fekete, Edita Boric
ABSTRACT The pandemic had a huge effect on education all over the world. Online education is not really effective at bringing students closer to nature, so spending quality time in nature has become very important as many believe it is essential for the students’ normal physical and psychological development. Parents and teachers play a vital role in this process by holding outdoor classes. In our
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What is the future of knowledge? J. Biol. Edu. (IF 1.1) Pub Date : 2023-03-17 Berry Billingsley, Francesca Gale, Keith Chappell
Published in Journal of Biological Education (Vol. 57, No. 3, 2023)
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Exploring the use of problem-based learning in clinical embryology training J. Biol. Edu. (IF 1.1) Pub Date : 2023-02-27 Michael Carroll, Ana-Maria Tomova, Helen R. Hunter
ABSTRACT Problem-Based Learning (PBL) is an effective teaching method in many fields, in particular the medical disciplines. Clinical embryology deals with all aspects of assisted conception including insemination and embryo transfer. Clinical embryologists deal with daily issues that require troubleshooting and problem solving. The aim of this study was to explore and share the use of PBL teaching
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Designing a module for supporting secondary biology students’ morality through socioscientific issues in the human-nature context J. Biol. Edu. (IF 1.1) Pub Date : 2023-02-21 Tore van der Leij, Martin Goedhart, Lucy Avraamidou, Arjen Wals
ABSTRACT In addressing contemporary socio-ecological challenges it is imperative to engage individuals with the moral dilemmas in the human-nature context. A socioscientific-issues (SSI) approach to secondary biology education can contribute to engaging students in moral dilemmas and reflecting on their values. Following a design research methodology, we aimed to: (1) develop a set of design principles
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What do clean and dirty hands of primary school pupils look like? J. Biol. Edu. (IF 1.1) Pub Date : 2023-02-21 Marta Castellar Cárdenas, María Del Carmen Romero López, Y María Del Pilar Jiménez Tejada
ABSTRACT The current pandemic has highlighted the importance of hand hygiene as a preventive measure to avoid the transmission of diseases. It is a habit that should be reinforced during childhood, so that it lasts into adulthood. The main objective was to analyse and describe, through drawing, the mental schemas that 6-12 year-old pupils have about clean and dirty hands and their relationship with
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Teachers’ views of Future-Oriented Pedagogy as part of inquiry-based molecular biology teaching in high school biology laboratories J. Biol. Edu. (IF 1.1) Pub Date : 2023-02-20 Dana Sachyani, Pirchia Tamar Waxman, Irit Sadeh, Shoshana Herman, Mor Levi Ferber, Michal Yaacobi, Omer Choresh, Efrat Link, Shiri-Rivka Masa, Samuel Ginsburg, Michal Zion
ABSTRACT Integrating genetic engineering and molecular biology lab activities into open inquiry-based teaching is an innovative, unique process that has taken place in Israeli high schools since 2018, becoming part of biology studies for 11th- and 12th-grade students. Engaging these students in lab techniques and practices in this field enables them to deal with the often-abstract concepts of the molecular
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Increasing retention in STEM by improving GPA through peer mentors and course enrichments in introductory biology J. Biol. Edu. (IF 1.1) Pub Date : 2023-02-20 Peter A. Novick, Patrick B. Johnson, Kate Winter, Jennifer Valad
ABSTRACT This study investigated the role of experiential learning and peer mentors in undergraduate biology at a community college. While the impact on all students was studied, special attention was paid to the effect interventions had on underrepresented minority students. Thirty-three sections of an introductory biology class were randomly assigned to either treatment or control. Sections assigned
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The role of biology teachers in epistemically insightful health and wellbeing education: a case study of the English relationships, sex and health education curriculum J. Biol. Edu. (IF 1.1) Pub Date : 2023-01-17 Joshua M. Heyes, Berry Billingsley
ABSTRACT In the period following a global pandemic, the promotion of health and wellbeing is a priority area for schools. This accompanies growing calls for health and wellbeing education to be delivered through a whole-child/whole-school approach that connects across subject areas. While it may be clear to most people that a purely scientific sexuality education is undesirable, it is also clear that
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Cough, sneeze, pass it on – pupils’ understanding of infectious diseases in the aftermath of COVID-19 J. Biol. Edu. (IF 1.1) Pub Date : 2023-01-16 Anna-Clara Rönner, Anna Jakobsson, Niklas Gericke
ABSTRACT The COVID-19 pandemic had an immense impact on communities around the world. We know that new epidemic-prone diseases will emerge in the future. Consequently, it is important to investigate what impact the current pandemic had on school children’s understanding of infectious diseases in order to develop biology education based on that novel understanding. The aim of this study was to explore
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What are students’ argumentation levels and the effect of argumentation, during HDR process in PBL, on their academic achievements in biochemistry education? J. Biol. Edu. (IF 1.1) Pub Date : 2023-01-02 Tuğçe Günter
ABSTRACT The purpose of this study is to investigate the effect of argumentation, during the hypothetico-deductive reasoning (HDR) process in the problem-based learning (PBL) approach, on nursing students’ achievements and to determine the argumentation levels in the biochemistry course on the topic of endocrine and nervous systems. The participants consisted of first-year nursing students studying
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Blending educational gaming with physical experiments to engage high school students in inquiry-based learning J. Biol. Edu. (IF 1.1) Pub Date : 2022-12-28 Meng-Tzu Cheng, Wen-Chi Chou, Mei-En Hsu, Fu-Chung Cheng
ABSTRACT There have been growing calls for inquiry, a practice-oriented way of engaging students in authentic scientific work, yet research has shown some challenges that might impede inquiry practices in educational settings. In this study, we proposed an approach that blends educational gaming with physical experiments. We developed an educational game, Scialience, with its narrative designed to
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Measuring Students’ Plant Awareness: A Prerequisite for Effective Botany Education J. Biol. Edu. (IF 1.1) Pub Date : 2022-12-27 Peter Pany, Florian D. Meier, Benno Dünser, Takuya Yanagida, Michael Kiehn, Andrea Möller
ABSTRACT The term ‘Plant Blindness’ describes people tending to overlook plants, even though they have an enormous importance for life on earth, especially because of their ability to photosynthesise. Many attempts have been made to counteract plant blindness in biology education. However, so far there is no comprehensive tool to assess the degree of plant awareness (instead of plant blindness) in
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Editorial J. Biol. Edu. (IF 1.1) Pub Date : 2022-12-27 David Coates
Published in Journal of Biological Education (Vol. 57, No. 1, 2023)
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Roteiro Entre-Marés: an educational app for ocean literacy promotion J. Biol. Edu. (IF 1.1) Pub Date : 2022-12-22 Diana Pacheco, Cláudia Faria
ABSTRACT The app ‘Roteiro Entre-Marés’ offers digital itineraries for exploring intertidal zones, such as the rocky platform of the Avencas Marine Protected Area. As users travel through the intertidal area, several challenges emphasising the biodiversity and environmental issues are presented. Eighth-grade students (n=63) used this application and were challenged to identify in situ the marine species
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A fictional field case study to understand the genetic basis of host-fungal pathogen interactions using the wheat powdery mildew-wheat pathosystem J. Biol. Edu. (IF 1.1) Pub Date : 2022-12-15 Alexandros G. Sotiropoulos, Javier Sánchez-Martín, Victoria Widrig, Jonatan Isaksson, Zoe Bernasconi, Teresa Koller, Giulia Bearth, Gerhard Herren, Thomas Wicker, Beat Keller
ABSTRACT Wheat powdery mildew is an important fungal pathogen of wheat with an obligatory biotrophic lifestyle (a parasite that can only develop on a living host). We investigated the genetics of this host-pathogen interaction by using phenotyping and PCR assays to detect genes in both wheat and powdery mildew, which are known determinants of the outcome of these interactions (resistance or susceptibility)
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‘Awesome to see the immense time before us on Earth’ – Students’ affective responses when interacting with a tree of life visualising evolutionary concepts J. Biol. Edu. (IF 1.1) Pub Date : 2022-11-24 Jörgen Ingemar Stenlund, Lena Anna Elisabet Tibell, Konrad Janek Schönborn
ABSTRACT Despite the importance of emotions in science education, research on affect remains sparse. A promising direction is to explore the role of immersive visualisation in evoking affective responses. We investigate whether touch-based zooming interaction with a tabletop visualisation of the tree of life evokes various affective responses, particularly, the epistemic affective responses of awe