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The dynamic field of scientific education, particularly in chemistry and biology, demands the implementation of innovative teaching strategies, driving the need for continuous research to enhance skills in both educators and students. This systematic literature review (SLR) delves into the evolving landscape of chemistry and biology education research, shedding light on key trends, strategies, and skills. Employing the PRISMA methodology, we scrutinized 81 papers to assess the employment of resources, technologies, and methods conducive to effective learning and research. Searches were conducted in the Scopus and Google Scholar databases, with inclusion criteria spanning English and Spanish studies from the last five years. The analysis reveals a notable shift in recent years, emphasizing the diversification of instructional approaches, integration of sustainable practices, and a heightened focus on fostering essential research skills for both educators and students. The study underscores the significant adaptation to digital tools and virtual environments, potentially influenced by the challenges posed by the COVID-19 pandemic. Remarkable findings include the growing importance of cognitive, social, and emotional competence in student development. This work provides valuable insights for educators, researchers, and policymakers cross-talking the dynamic intersection of teaching and research in chemistry and biology education. [ABSTRACT FROM AUTHOR]

In the field of biology education, adaptive learning has been tested through a case study, serving as a crucible for innovative teaching methodologies designed to provide tailored, engaging, and effective learning experiences. This paper meticulously explores the implementation of select innovations in adaptive learning and reports on the outcomes derived from our fictitious case study. Our research underscores the efficacy of personalized learning pathways, where advanced algorithms dynamically customize content delivery based on individual students' needs and learning styles. Through our case study, we present compelling numerical evidence of a 25% improvement in learning outcomes and a notable 20% increase in student engagement. The strategic integration of real-time feedback and assessment mechanisms plays a pivotal role in enhancing the comprehension of biological concepts, as reflected in a 30% increase in student performance and a 15% boost in knowledge retention. Another simulated innovation involves the incorporation of gamification elements, resulting in a statistically significant 18% increase in student participation and a remarkable 22% surge in enthusiasm for biology studies. Our simulated findings accentuate how these elements can make biology education more enjoyable and motivating in a controlled environment. Furthermore, the simulated utilization of multimodal learning resources, such as videos, simulations, and interactive models, showcases a 28% improvement in students' ability to grasp complex biological concepts. This translates into a tangible 25% enhancement in student performance in assessments. The simulated investigation into the potential of AI-enhanced assistance, with AI chatbots and virtual tutors, reveals a simulated 35% increase in student satisfaction and a 27% improvement in performance. These simulated innovations demonstrate the positive impact of AI integration on student support. In addition, our simulated data-driven insights inform content and platform improvements, resulting in a simulated 20% increase in the adaptability of the learning system. These simulated results provide crucial insights into the optimization of adaptive learning in biology education. Through the presentation of these simulated innovations and their associated numerical results, this paper underscores the transformative potential of adaptive learning in the simulated context of biology education. These simulated innovations not only offer tailored learning experiences but also yield concrete, positive outcomes in terms of student understanding and performance. The simulated implications of our research are discussed in detail, emphasizing the promising future of these innovations in shaping simulated biology education. Furthermore, we suggest avenues for future research to continue improving adaptive learning methods, ensuring the simulated advancement of biology education in the digital age. [ABSTRACT FROM AUTHOR]

Background: Understanding evolution is an important part of undergraduate biology education. Despite its importance, however, students often struggle to understand evolution, often holding preconceived notions of what evolution is. Here, we investigate how students in both majors and non-majors introductory biology define and conceive of evolution at the start of the semester for a two-year college and a four-year university near each other. We analyze open-ended responses to an in-class activity on the first day of the semester that asked students to define evolution, generating insight into how students are thinking of evolution prior to any formal instruction on evolution in college. Results: Our analysis of over 300 student responses reveals that students hold diverse conceptions about evolution, with some students perceiving evolution in the context of evolutionary processes while other students define evolution by referring to perceived evolutionary consequences. In addition, we identify multiple non-normative conceptions about evolution, including students viewing evolution and natural selection as synonymous and not recognizing other evolutionary forces, and find that very few students likely have developed mental models linking evolution and genetics. In addition, we find few differences between how students at the two- and four-year institutions perceive evolution, and similarly few differences between students in a majors and non-majors introductory biology, suggesting that these conceptions of evolution are widespread at the beginning of introductory biology, regardless of major or institution. Conclusions: We situate our results in the existing literature examining student conceptions of evolution, with our results extending past work that has primarily relied on more closed-ended questions or focused on specific evolutionary concepts (e.g., natural selection). Our results largely align with past work on student thinking of evolution but provide a broader, more holistic perspective at the ideas and framework that students are drawing upon when introductory biology instructors first introduce the term 'evolution'. We conclude our paper by discussing implications for the biology education research community as well as instructors. [ABSTRACT FROM AUTHOR]

Background: This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students. Methods: A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. Lay Description: What is currently known about this topic: Augmented reality (AR) technology has been increasingly explored in educational settings.Previous research has shown that AR can enhance learning outcomes and engagement among students.AR applications have the potential to serve as concept‐association tools to improve the learning experience. What this paper adds: This paper investigates the effectiveness of using an AR application as a mobile concept‐association tool in school settings.The study demonstrates that the AR‐assisted concept‐association strategy effectively enhances knowledge acquisition, skills outcomes, cognitive load, self‐efficacy, and learning motivation among primary school students.The findings highlight the potential of AR technology in improving learning experiences and engagement for primary school students.The study offers practical implications for integrating AR technology into educational settings, and suggests avenues for future research in this area. Implications for practice and/or policy: Incorporating AR applications as concept‐association tools can enhance learning outcomes and engagement in primary school settings.AR technology can be used to increase cognitive load, and to increase self‐efficacy and motivation among students.Educators and policymakers should consider integrating AR technology into teaching practices to improve the overall learning experience.Future research and exploration should be conducted to understand the full potential and limitations of AR technology in education. [ABSTRACT FROM AUTHOR]

The present study is part of a didactic experiment, which aims at establishing the application and effectiveness of the school debate, as an interactive method of teaching in Biology and Health Education in XII grade in order to form an environmental culture among students. The application of school debate as a part of interactive methods corresponding to the objectives of environmental education and upbringing of a selected methodological unit of the 'Sustainable development - strategy for preserving life on Earth' is presented, and options for its application in a specific stage of the macro structure of the lesson are proposed. The results of a questionnaire, conducted with students to explore their opinions on the application of the debate as a teaching method, are presented. The analysis of the results shows that students are motivated to actively engage in the process of learning Biology and Health Education, accept the debate as an interactive form of learning because they believe that it increases their environmental awareness and develops key skills such as, critical thinking; skills to support sustainable development; teamwork; making decisions on various environmental topics; improves the ability to analyze and evaluate the relationship between man-society-nature. [ABSTRACT FROM AUTHOR]

The aim of the article is to present the results of using interactive methods in the teaching of Biology and Health Education to 7th grade students for developing skills for a healthy lifestyle. The discussion is based on the topics: "The role of prokaryotic organisms in nature and their importance for man", "The role of unicellular eukaryotic organisms in nature and their importance for man", and "Talus plants. Seaweed". The discussion is supported by fragments of lessons in which interactive methods are used – the method of associations through creating mind maps, discussion, case study, and role play. As a result of using of interactive methods, students develop key competencies for maintaining their own health and the health of society as a whole. [ABSTRACT FROM AUTHOR]

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland's youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students' intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area. [ABSTRACT FROM AUTHOR]

The contemporary trends of globalization and enhanced international cooperation, as well as the aim at building a knowledge-based society, have put higher education institutions in an ever-increasing public interest. The fast-developing digitalization, the implementation of artificial intelligence and especially the generational characteristics of the learners determine the need for new approaches in teaching and learning tailored to individual needs. One of them is the competence approach, which represents one of the leading pedagogical concepts of the 21st century and is the basis for the formation of ecological competence. Its application in pedagogical practice is a serious challenge for both teachers and students – future Biology teachers. The article analyses on a structural and functional basis the components of environmental competence. A theoretical model for the formation of ecological competence in the discipline "Forms and methods of ecological education and upbringing in Biology education", included in the curriculum of Master degree students is presented. The model is aimed at updating the vision of the learning process in the relevant discipline, the main part of which is environmental education. [ABSTRACT FROM AUTHOR]

Paper Laboratory Notebooks (PLNs) have been used for centuries to document and archive the thoughts and work of inventors, scientists, students, and engineers. PLNs are the first formal means of scientific communication we teach our students and, in turn, a student's first training on cultivating and expressing scientific thinking. In the science teaching laboratory, PLNs are at the forefront and serve various purposes for students in the science laboratory curriculum, like good documentation practices and accurate record keeping. This paper discusses the reasons for switching to OneNote ELN, the criteria for selecting OneNote ELN software, how OneNote ELN was introduced and used in the course, and students' opinions on using this ELN. We successfully implemented the OneNote ELN in our General Biology Laboratory II sequence course for biology majors and nonmajor students entering the health professions. Students had a generally favorable response to using the OneNote ELN; 98% of students agreed that ELNs enabled them to keep a well-maintained laboratory notebook. Overall, student experience with ELNs was positive, with 85% of students indicating that they would recommend other future science laboratory courses they will be taking to adopt the OneNote ELN. In general, the OneNote ELN was viewed more positively in many respects than the PLNs in ease of its usage, access and organizing the notebook. [ABSTRACT FROM AUTHOR]

An introduction to the topics discussed within the issue is presented, including the incorporation of digital learning experience into the curriculum, interaffective learning experiences in higher vocational education curriculum and visual representation in senior high school biology assessment.

Life Sciences Education has become increasingly important in today's rapidly changing world, as it equips students with the knowledge and skills needed to tackle complex global challenges in various biology fields. With the emergence of Web 3.0 and Artificial Intelligence (AI), numerous opportunities exist to revolutionize Life Sciences Education and enhance student learning. However, integrating these technologies into traditional teaching methods poses significant challenges. This paper aims to explore the opportunities and challenges of Web 3.0 and AI in Life Sciences Education and provide recommendations for successful integration. The opportunities of Web 3.0 and AI in Life Sciences Education include enhanced personalized learning, increased engagement, access to vast amounts of data, and innovative assessment strategies. However, ethical concerns related to AI, integration with traditional teaching methods, training and professional development for educators, and cost and accessibility issues are among the challenges. The paper also provides case studies of successful implementation and recommendations for addressing ethical concerns, professional development, funding and accessibility, and collaboration between educators and technology experts. The paper concludes with implications for future research and practice in Life Sciences Education. [ABSTRACT FROM AUTHOR]

This paper explores how biodiversity is represented at the Life in Crisis Schad Gallery of Biodiversity (Royal Ontario Museum, Toronto). Using theoretical perspectives related to science, technology, society and environment (STSE), and biodiversity in science museums, we conducted a qualitative case study of the exhibit. Data collection included records of the exhibit through photos and videos; field notes; in-depth interviews with two museum professionals; and collection of documents and artifacts. The first analytical stage, based on inductive analysis, revealed that biodiversity is being represented as an 'unknown' topic, a loss and an unfinished narrative. The second analytical stage, deductively supported by the STSE framework, reflected a prominent logical reasoning angle, through which biological perspectives are routinary reflected in the exhibit. Our analyses also revealed hints of environmental ethics, stewardship, socio-ecojustice and value-centered views often associated in the exhibit with worldwide environmental issues and the idea of generic human beings. Our study suggests that the STSE lens can provide a framework to support the work of science museums around topics like biodiversity. It also highlights the importance of bringing local perspectives to the exhibit content, engaging with critical pedagogical strategies and amplifying the concept of sociobiodiversity. [ABSTRACT FROM AUTHOR]

Biology teachers hope to teach their students more than, say, the steps of aerobic respiration. They want to help students see the living world around them in new and deeper ways. Unfortunately, the living world students encounter every day—in schoolyards and forest preserves, pets and potted plants, soil fungus and sourdough bread—is too rarely brought into productive contact with the core concepts of the biology curriculum. It might be otherwise, however, if biology teachers learned to teach using natural history, field biology, and live organism study. The marginalization of natural history and fieldwork within disciplinary biology—the courses that serve as content studies for preservice teachers—has been documented. In this paper, I review evidence that biology teacher education has undergone a quiet, parallel evolution. This paper presents two suggestive case studies that explore how biology teacher education coursework and science methods textbooks have diverted attention away from direct encounters with living things and toward abstract, molecular models of life devoid of pedagogically helpful context. I suggest some reasons for this change, and finally, I argue that a renewed attention by biology teacher educators (and, of course, biology teachers) to local field study, natural history, and even investigations using model organisms may aid school biology in unlocking the transformative potential of biology education. [ABSTRACT FROM AUTHOR]

Background: We used college-level evolution textbooks to examine the presentation of sexual selection research—a field with ongoing debates related to sex, sexuality and gender identity. Many classic sexual selection concepts have been criticized for androcentrism and other forms of gender-sex bias, specifically for de-emphasizing the female role in reproductive behaviors and over-reliance on gender-sex binaries. These classic concepts are fundamentally captured in the idea that animal reproductive-related behaviors can be grouped in sex roles (e.g. competitive males and selective females). Recently developed alternative concepts provide a more nuanced understanding of the flexibility of sexual and reproductive-related behaviors, stemming in part from growing attention to a broader range of female behavior. To assess whether students are receiving content reflecting these insights, we measured the congruence between textbook content and the scientific literature, using insects as a case study because of the importance of this group in the development of sexual selection theory, its prevalence in current sexual selection research, and the number of insect examples included in textbooks. We first coded textbook content for sexual selection concepts. We used automated content analysis to analyze a database of citations, keywords and abstracts in sexual selection research published between 1990 and 2014, inclusive of the period covered by the textbooks. Results: The textbooks and research literatures prioritized the same taxa (e.g., fruit flies) and sex roles as embodied in classic sexual selection theory. Both the research literature and some textbooks acknowledge androcentrism and other forms of gender-sex bias in classic sexual selection paradigms, especially competitive male and selective female sex roles. Yet, while the research literature included alternative models, textbooks neglected these alternatives, even when researchers had studied both classic and alternative views in the same insect. Conclusions: We recommend using this kind of analysis of textbook content to engage students in a conversation around the social factors that impact knowledge construction, a key part of the epistemological understanding they need for a robust grasp of the Nature of Science and of evolutionary theory. [ABSTRACT FROM AUTHOR]

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]

This research aims to develop a 3-dimensional (3D)-based learning model with Visuospatial Transformation Learning (VTL). We used the Design-Based Research (DBR) research method which was tested on fifth-semester biology students regarding plant anatomy material. The results showed an increase in visual representation abilities in the high category. Students can identify cell shapes in detail based on cell and tissue structures. The VTL model provides a dynamic learning experience. Visualization and transformation of 2D into 3D is easy to understand because students have gone through the learning stages using VTL including (i) independent learning, (ii) making concept maps, (iii) discussing concept maps, (iv) practicum and 2D representation, and (v) representation 3D so students can understand the structure of plant tissues and organs in detail. The VTL model is recommended for learning other abstract material. The impact of using this model is that students can understand abstract material more quickly and help the development of science and its application better. [ABSTRACT FROM AUTHOR]

The post-00s college students are a group of "internet natives" with distinctive personality and innovative spirit. It is important to explore how to motivate them to actively learn new knowledge. Debate, as a means of learning and communication, can enhance participants' critical thinking skills, boost oral skills, and promote their learning of relevant knowledge. Here, we use the model of classroom debate in a general education biology course to debate scientific controversies. This increases students' enthusiasm for independent learning of relevant knowledge and promotes effective independent inquiry and learning. [ABSTRACT FROM AUTHOR]

Field trips provide real-world learning opportunities in biology education as they promote knowledge about nature among other things. As biodiversity is declining knowledge of species is important for understanding and appreciating the natural world and its implications. Many field guides are digitally available, but differences from traditional book-based guides are understudied. This case study compares the effectiveness of a traditional book field guide with a mobile species identification app during a bird field trip on cognitive, motivational, and affective outcomes for college students (N = 133). Linear mixed models indicate no differences in bird species knowledge between the groups before and after the field trip. However, participants in the book group felt more competent and reported a higher interest after the field trip. This suggests that books could probably still add value to learning in the field. They should not be dismissed as they can be useful tools for students by enhancing confidence and contribute to the learning experience in a different way to mobile apps. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, there has been a significant shift from traditional, in-person teaching to online education, which has become indispensable. Nowadays, online learning is increasingly popular, encompassing educational programs delivered exclusively through digital platforms like video conferences and virtual classrooms. The flexibility of online education allows students to learn at their own pace and according to their schedule, but it also poses potential disadvantages. In this article, we explore the impact of online teaching on the practical subject of biology and students' perceptions of education in primary, secondary, and tertiary schools in Slovakia. Our research focuses on evaluating the progress of online biology teaching, examining methods of knowledge testing, and assessing both the positives and negatives. [ABSTRACT FROM AUTHOR]

Societal Impact Statement: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. This article explores the potential of competency‐based education, which emphasises what students can do rather than what we know. A flexible and adaptable model of competency based plant biology education is presented, along with practical suggestions and examples. This provides a framework through which we can educate plant biologists equipped to address major scientific and societal challenges of the future. Summary: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. In this article, I explore some of the issues and challenges facing plant biology education from authentic research driven curricula to the impact of AI. In order to effectively educate the plant biologists of the future I propose moving to a competency based approach to education. Competency based education emphasises what students can do rather than what they know. I present a three‐domain competency model for plant biology, structured around (i) knowledge and information literacy (ii) disciplinary and professional experience and (iii) self‐awareness and personal development as three interdependent aspects of competency. I accompany this with twelve proposed competencies for plant biologists. The model is flexible, robust and adaptable to specific local requirements and future demands of plant biology education. In reimagining plant biology education in this way we can present our discipline as exciting and relevant to students, and equip them with the capabilities required to contribute to plant biology activity from research to public policy. [ABSTRACT FROM AUTHOR]

Molecular case studies (MCSs) provide educational opportunities to explore biomolecular structure and function using data from public bioinformatics resources. The conceptual basis for the design of MCSs has yet to be fully discussed in the literature, so we present molecular storytelling as a conceptual framework for teaching with case studies. Whether the case study aims to understand the biology of a specific disease and design its treatments or track the evolution of a biosynthetic pathway, vast amounts of structural and functional data, freely available in public bioinformatics resources, can facilitate rich explorations in atomic detail. To help biology and chemistry educators use these resources for instruction, a community of scholars collaborated to create the Molecular CaseNet. This community uses storytelling to explore biomolecular structure and function while teaching biology and chemistry. In this article, we define the structure of an MCS and present an example. Then, we articulate the evolution of a conceptual framework for developing and using MCSs. Finally, we related our framework to the development of technological, pedagogical, and content knowledge (TPCK) for educators in the Molecular CaseNet. The report conceptualizes an interdisciplinary framework for teaching about the molecular world and informs lesson design and education research. [ABSTRACT FROM AUTHOR]

This study examined whether publication outcome was affected by the gender of author, handling associate editor (AE), or reviewer, and whether there was gender bias in reviewer selection, in the journal Reproduction. Analyses were carried out on 4289 original research manuscripts submitted to the journal between 2007 and 2019. Both female and male AEs appointed more male reviewers than female reviewers, but female AEs were significantly more likely to appoint female reviewers than male AEs were (p < 0.001). When examining the gender of either first or last author manuscripts, those with female authors that were reviewed by female reviewers received better scores than those with male authors that were reviewed by female reviewers (p < 0.05): where the reviewer was male, no such effect was observed. Acceptance rates of manuscripts were similar for both female and male authors, whether first or last, regardless of AE gender. Overall, there was no significant correlation between gender of first or last author, or of AE, on the likelihood of acceptance of a research paper. These data suggest no bias against female authors during the peer review process in this reproductive biology journal. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effectiveness of web-based biology learning environment in improving academic performance via a meta-analysis. In looking for the studies on web-based biology learning environment, several keyword patterns from the abstracts (e.g., Pattern 1: web-based learning and biology education) were recruited in well-known databases (e.g., ERIC, EBSCO, Springer Link). Finally, 22 papers were apparent for the current meta-analysis examining the effect of web-based biology learning environment on academic performance. All statistical data from the studies were initially inserted into an Excel sheet and then imported into comprehensive meta-analysis (CMA) statistics software to calculate Hedges' g values. The overall effect-size of web-based biology learning environment pointed to a medium effect. Also, it was found that the educational level and type of experimental design, as moderator variables, did not positively affect the students' academic performance along with web-based biology learning environment. In light of the findings, it can be concluded that web-based biology learning environment is somewhat effective at improving the students' academic performance. The current study recommends that further studies should be undertaken to deepen the implementation processes of the studies with extreme values and explore what makes them unique. [ABSTRACT FROM AUTHOR]

Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments. Practitioner notesWhat is already known about this topic Self‐regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.SRL is a dynamic, temporal process that leads to purposeful student engagement.Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.What this paper adds A Markov process for measuring dynamic SRL processes using log data.Evidence that dynamic, interaction‐dominant aspects of SRL predict student achievement.Evidence that SRL processes can be meaningfully impacted through educational intervention.Implications for theory and practice Complexity approaches inform theory and measurement of dynamic SRL processes.Static representations of dynamic SRL processes are promising learning analytics metrics.Engineered features of LMS usage are valuable contributions to AI models. [ABSTRACT FROM AUTHOR]

The aim of this paper was to investigate the challenges, faced by grade 11 and 12 teachers in the teaching of Biology in selected schools. The training of science teachers after independence till today has not succeeded in fully addressing the challenges teachers faced in the teaching of Biology. The study was guided by researchers like Lebata and Mudau [1], Makeleni, and Sethusha [2] who discovered that teachers faced challenges in the teaching of Biology because of the lack of well-equipped laboratories, limited prescribed textbooks, and overcrowded classes. The researchers use a case study design and a qualitative research approach in executing this study. A qualitative research approach was used in this study. The major findings include the lack of well-equipped laboratories and libraries, which have hindered the teaching and learning of Biology in the selected schools. The lack of adequate prescribed textbooks and overcrowded classrooms further hindered the teachers' ability to impart knowledge to their learners. Large Biology syllabus content and learners' poor attitude among others, are other challenges hindering the quality of teaching in the selected schools. We recommend that the Ministry of Education should build modern libraries and equip them with computers and internet connectivity, textbooks, and e-learning tools to help learners and teachers inculcate a culture of reading and studying. Teachers should introduce shared personal practice, and collective learning and application as used in professional learning communities. Teachers and principals should request for sponsors to build well-equipped laboratories and libraries for the schools. Teachers and principals can also request to temporally use the laboratories in other schools that have the needed facilities. [ABSTRACT FROM AUTHOR]

This paper draws upon in-depth interviews with 89 students from two UK universities to explore how students from Science, Technology, Engineering and Mathematics (STEM) degrees describe the ideal as well as the typical student in their respective disciplines. We provide a comparative insight into the similarities and differences between disciplinary identities based on student perceptions. More specifically, we consider how undergraduates from biology, engineering, mathematics and physics construct the ideal and the typical student in their degree, highlighting the popular discourses and desirable traits that appear to characterise students in these disciplines. In addition to a masculinised construction of students in engineering, mathematics and physics, we found a social hierarchy within STEM degrees where biology was perceived as the easier STEM subject. We conclude with a discussion of the impact of such hierarchies on student identities in STEM, and potential implications for equality, diversity and inclusion. [ABSTRACT FROM AUTHOR]

Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines. [ABSTRACT FROM AUTHOR]

Despite many interventions, science education remains highly inequitable throughout the world. Internet-enabled experimental learning has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to expose Latinx life science undergraduate students to introductory concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8000 km from the experimental site. Through this curriculum, the students completed an assignment testing bacteria contamination in water using LoCs. We showed that this approach was sufficient to reduce the students' fear of programming and increase their interest in continuing careers with a computer science component. Altogether, we conclude that LoC-based internet-enabled learning can become a powerful tool to train Latinx students and increase the diversity in STEM. [ABSTRACT FROM AUTHOR]

The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term "digital gamebased learning and education" was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21st century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21st century skills in simulated settings and real-life situations. [ABSTRACT FROM AUTHOR]

Modern, student-oriented teaching can be characterized by the promotion of autonomy and interest. In the school subject of biology, it is necessary to focus on different ecosystems from different aspects. One ecosystem that has hardly been considered in biology didactics so far is the UNESCO World Heritage Wadden Sea. Therefore, this study implemented station work in a biology class as a method of teaching educational content on the Wadden Sea to determine the effects on the learners' intrinsic motivation as well as on their situational and individual interest. A total of 157 students from secondary schools (age: M = 14.4 years, SD = 0.5) participated in the study. The results indicate that station work has a statistically significant positive effect on the aforementioned constructs. To clarify the relationship between the two constructs from the literature, the scales used were related to each other in a correlation analysis, revealing a significant correlation between interest and motivation. The findings of this study lay an important foundation for the school-based consideration of the Wadden Sea in biology education research and also provide important implications for related studies. [ABSTRACT FROM AUTHOR]

Studies in biology have shown that students perceive variation and evolution to be difficult areas to learn. This has sparked rote learning of variation and evolution concepts and is evidenced in poor performance in tests involving these concepts. In light of the significant role of variation and evolution in a human's acquaintance with themselves and their environment, there is a need to ensure that students possess meaningful learning of variation and evolution rather than learning by rote. Hence, this study investigated if the use of CTCA as an intervention will enhance students' performance in variation and evolution concepts in biology. The potency of the culturo-techno-contextual approach was tried out in this study with 156 senior secondary two biology students, equivalent to (11th grade) with an average age of 14 years. The research design was a quasi-experimental pre-test, post-test non-equivalent group design. Data on meaningful learning was collected using a 35 multiple-choice item test of Meaningful Learning in Variation and Evolution. The reliability coefficient of the instrument was, however, determined to be 0.77. Data collected were analysed using ANCOVA since the random assignment of subjects was not achieved. The 76 students in the experimental group who were taught variation and evolution using CTCA performed significantly better F(1, 134) = 15.40; p < 0.0001] than their control group counterparts (N = 80). The data from this study support the potency of the culturo-techno-contextual approach in bringing about the learning of variation and evolution in a meaningful manner. The implications of these results for teacher education in biology are addressed in the article. [ABSTRACT FROM AUTHOR]

This case study examines how material resistance (limitations posed by the physical world) and graph interpretation intersected during a high school biology investigation using digital sensors. We use an extended episode from a small group to illustrate how, in an inquiry-based unit, measuring near the resolution limit of a sensor caused scaling issues in graphs. Qualitative videotape analysis focuses on both the students' attempts to make sense of a perceived lack of variation in the collected data and the teacher's and classroom researchers' misinterpretation of the students' difficulties with graph interpretation. We suggest that these educators, though experienced, could have benefited from additional strategies to help them recognise and respond to graph interpretation issues introduced by digital representations of real-world data, and that the students could have benefited from explicit prompts to discuss the limitations of their equipment. We describe several implications for researchers, teachers, and curriculum developers interested in implementing inquiry-based biology investigations using sensor data. We argue that students should be supported to recognise that encountering unexpected results from their investigations and working to understand what these results have to say about the real world is an important and valid part of the practice of real science. [ABSTRACT FROM AUTHOR]

This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teachers (PSTs) and 20 video recordings across two semesters. Using Walton's argument schemes, PSTs' development, utilisation and correlation of written and oral reasoning and an argument cycle of premise-justification-conclusion were examined. A Friedman test and a Spearman-Brown correlation were conducted for statistical analysis. The results revealed that there is a positive correlation between written and oral reasoning. While the quality of PSTs' written reasoning significantly increased from the first time phase to the following time phases, this pattern was not observed in oral reasoning. An argument cycle of premise-justification-conclusion occurred in each phase of oral arguments. However, this cycle did not occur in every facet of the SWH process across all time phases in written arguments. The study suggests that pre-service science teachers should be provided with learning environments that will allow them to make external evaluations and engage in talking, reading and writing activities for learning purposes. [ABSTRACT FROM AUTHOR]

This study aims to analyse the experiences and perspectives of prospective biology teachers regarding their excursions using Actionbound to learn about plant species. The participants in the study consist of 30 undergraduate prospective biology teachers. The focus is on the prospective teachers' enjoyment of the Actionbound experience, the duration to complete the excursion, their willingness to engage in another task-based game, and their views on implementing mobile device-supported biology teaching, specifically related to the design of a biology lesson using Actionbound. The prospective biology teachers predominantly found their experience with Actionbound enjoyable. Their perspectives centred on the App's usability in education and its technical usability. Results show that biology lesson designed with mobile devices positively impacts knowledge retention, motivation, interest, and enjoyment. The results underscore the importance of designing learning environments for effective biology education and teacher training. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the opinions of prospective teachers about biology and nature-related activities for mentally disabled students. The survey method was used in this quantitative study. Attitude scale towards biology and nature-related activities for mentally disabled students was used as a data collection tool. The scale was applied to a total of 258 (183 females, 75 males) prospective teachers studying at the education faculty of a state university and taking special education courses. According to the findings, prospective teachers expressed their positive opinions about all the activities specified in the scale. However, a few prospective teachers stated that some of the activities, especially interaction with animals, were not applicable for their mentally disabled students. However, when the findings are evaluated in general, it is concluded that biology and nature-related activities are very valuable for mentally disabled students. [ABSTRACT FROM AUTHOR]

This literature review aimed to get an overview of metacognition research in learning biology in Indonesia. Data were taken from Biology Education journals that had been accredited by the Ministry of Education and Culture in 2023. 20 journals, consisting of Sinta 2 and Sinta 3, journals were analyzed. Within the journals, 43 research articles were analyzed. Some of the aspects analyzed were the type of research, research subjects, instruments used, data analysis methods, treatments used and themes or topics. Data analysis showed that the majority of research conducted was experimental research, followed by Korean research. The most researched subjects were high school students, followed by college and junior high school students. In metacognition research in Indonesia, researchers often used the MAI instrument, and it is not completely defined. T-test analysis was the most used means of processing data, followed by descriptive data processing in the form of percentages. The topics used in the research showed that all topics were suitable for training students' metacognition. [ABSTRACT FROM AUTHOR]

This study aimed to explore the Computational Thinking (CT) ability of biology education students in artificial intelligence courses through code.org programming, an online programming software. Students were required to solve problems systematically and design systems with coding for beginners. The research method used a qualitative approach because it was based on observational data from computational media produced in accordance with artificial intelligence learning for education and based on CT indicators. The subjects of this study were 73 students of the Biology Education Study Program in 2021. How students responded to using the code.org platform was captured through a questionnaire distributed via a Google form. The results showed that students could follow each stage of educational game projects through the code.org platform to practice computational thinking skills in accordance with the success of the stages of doing simple projects through good, systematic and problem-solving coding. Student responses to the code.org platform as an online program tool that can hone computational thinking can provide creativity and enthusiasm for student learning. As evidenced by the questionnaire results, 63.3% of students strongly agree that this increases creativity. [ABSTRACT FROM AUTHOR]

It is of great importance to examine and organize the misconceptions researches in biology education at regular intervals and to determine the trends. The aim of this study is to examine the studies on misconceptions in biology education in terms of different variables. Bibliometric network analysis method was used in the research. Here, firstly, reports on misconceptions in biology education were obtained by using "biology and misconception" in the "Social Sciences" category from SCOPUS. Accordingly, 410 publications was recorded. The documents were exported to CSV form and in turn subjected to the bibliometric analysis using VOSviewer Software. According to the results obtained, it was determined that the most studies were carried out in 2013. It showed that the most frequently used keywords in articles were "evolution" and other related words. Looking at the most frequently used terms, the terms "respiration" and "photosynthesis" are respectively according to their high relevance scores. In conclusion, we must state that misconception studies on the subjects that students have the most difficulty with in biology have remained up-to-date for many years. [ABSTRACT FROM AUTHOR]

Wikipedia, the open crowdsourced encyclopedia that anyone can edit, ranks among the top ten most-visited websites globally. Its integration into university curriculum as an innovative educational tool is a slowly growing trend; however, many higher education institutions have yet to fully grasp its potential. In response, a specific optional module for Wikipedia editing, designed for the selected undergraduate science courses at the School of Advanced Studies, Russia, was implemented as an optional extra credit service-learning activity, a teaching methodology combining meaningful service to the community with curriculum-based learning. Students who chose to participate and those who preferred not to participate in the activity were invited to participate in a research project to explore their perspectives and experiences. In total, five sessions of focus group discussions were conducted with participants (12 females and 2 males) in one set and non-participants (5 females and 4 males) in another to identify students' perspectives on themes such as their interest in science, reasons for their choices, and their expectations before the activity while post-experience focus group discussions were used to identify the perspectives of participant students on themes, encompassing contribution of the service-learning activity, acquisition of new skills, and the development of prosocial behaviors. Students' opinions on integrating social responsibility topics into the curriculum were also explored. The results extracted from these focus group discussions, analyzed through consensual coding, revealed factors promoting student participation, like interest in the subject, novelty of the activity, and grade improvement opportunities, as well as factors deterring participation, such as concerns about academic benefits, workload, and time constraints. Furthermore, the results demonstrated that Wikipedia editing serves as a novel teaching methodology, promoting student learning and development in digital literacy and information literacy, which are among the twenty-first-century skills. Interestingly, at the same time, not all students could address the value of contributing to open, crowdsourced knowledge for public service or interpret this activity as an academic service-learning. These suggest that Wikipedia editing is an innovative teaching approach, fostering students' learning and development while also indicating its potential to enhance students' understanding of responsible citizenship and public service in the digital age. [ABSTRACT FROM AUTHOR]

There have been numerous calls for improved pedagogical practices in biological education, and there is a clear need for such improvements in ecology and related curricula. Most ecology‐related texts lack pedagogy and are designed to be content‐rich. National initiatives, such as Vision & Change, provide guidance on undergraduate biology education, including increasing use of evidence‐based active learning, and taking a more conceptual and science practice skills approach. Biology education research is rich with evidence‐based teaching practices, which reveal that active learning approaches implemented in thoughtful ways lead to strong learning gains relative to lecture‐based course delivery. CREATE (Consider, Read, Elucidate the hypothesis, Analyze and interpret data, Think of the next Experiment) integrates evidence‐based active pedagogical practices into one approach to STEM education that focuses heavily on the process of science and science practice skills rather than content delivery by replacing the textbook with selected journal articles. The approach focuses on deep reading and analysis of primary literature; immersing students in the literature is an advantage of the pedagogy. CREATE was developed and tested in other biological disciplines (genetics and molecular biology) that have long been at the forefront of pedagogical best practices in biology. We transformed two upper‐level undergraduate ecological courses (Conservation Biology, and Biodiversity and Ecology) into CREATE courses. We provide examples of assignments, student work, and assessments of the approach, illustrating the various ways CREATE can be successfully implemented. The approach can be adopted in part, to ease into it and test it out, or in whole. We recommend that ecology teachers consider making their courses more active, if they have not already done so; adopting pedagogical practices embedded within CREATE can be a way to achieve active learning. The CREATE approach and other evidence‐based pedagogical best practices lead to strong learning gains and more inclusive learning environments. National initiatives, such as Vision & Change, provide guidance on undergraduate biology education, including increasing use of evidence‐based active learning. CREATE (Consider, Read, Elucidate the hypothesis, Analyze and interpret data, Think of the next Experiment) integrates evidence‐based active pedagogical practices into one approach that focuses on the process of science, science practice skills, and deep reading of the primary literature. We transformed two upper‐level undergraduate ecological courses (Conservation Biology, and Biodiversity and Ecology) into CREATE courses and provided examples of assignments, student work, and assessments, illustrating the various ways in which CREATE can be successfully implemented. The CREATE approach and other evidence‐based pedagogical best practices lead to strong learning gains and more inclusive learning environments. [ABSTRACT FROM AUTHOR]

This article provides a retrospective on the life and career of Elliott Dan Kieff, a pioneer in the field of Epstein-Barr virus (EBV) cancer biology. Kieff's contributions to the understanding of EBV include characterizing the virus genome, identifying its latent and lytic cycle transcripts, and discovering key proteins involved in EBV-mediated B cell transformation. His work has shed light on the molecular mechanisms of virus-induced B cell transformation and the coevolution of EBV with its primate host. Additionally, Kieff was known for his dedication to scientific mentorship and supporting scientists from diverse backgrounds. His research has greatly advanced our understanding of EBV biology and its association with human tumors. [Extracted from the article]

Machine learning algorithms that automatically score scientific explanations can be used to measure students' conceptual understanding, identify gaps in their reasoning, and provide them with timely and individualized feedback. This paper presents the results of a study that uses Hebrew NLP to automatically score student explanations in Biology according to fine-grained analytic grading rubrics that were developed for formative assessment. The experimental results show that our algorithms achieve a high-level of agreement with human experts, on par with previous work on automated assessment of scientific explanations in English, and that ∼ 500 examples are typically enough to build reliable scoring models. The main contribution is twofold. First, we present a conceptual framework for constructing analytic grading rubrics for scientific explanations, which are composed of dichotomous categories that generalize across items. These categories are designed to support automated guidance, but can also be used to provide a composite score. Second, we apply this approach in a new context – Hebrew, which belongs to a group of languages known as Morphologically-Rich. In languages of this group, among them also Arabic and Turkish, each input token may consist of multiple lexical and functional units, making them particularly challenging for NLP. This is the first study on automatic assessment of scientific explanations (and more generally, of open-ended questions) in Hebrew, and among the firsts to do so in Morphologically-Rich Languages. [ABSTRACT FROM AUTHOR]

It has been shown that many people do not understand how scientific knowledge is built and accepted, even after scientific education. One way to deal with this problem is through teaching about the Nature of Science (NOS). NOS can be understood as a pedagogical construct aiming to foster the understanding of the main characteristics of scientific work. Recently, several researchers have advocated that we should consider pluralism within science when teaching about NOS. Accordingly, there have been efforts to develop ways of promoting instruction on NOS considering the specificity of distinct scientific fields. Aligned with this perspective, this paper aims to put forward a model for teaching NOS in the context of biological education. This model, named "Integrative Model for Teaching NOS in Biological Education" (IM-NOSBIO), is based on three pillars. The first is the Family Resemblance Approach to Nature of Science (FRA), developed by Erduran and Dagher. The second consists in the Conceptual Framework of Biology proposed by Scheiner. The third is the Pragmatic Conception of Models as Epistemic Artifacts put forward by Knuuttila. We propose that IM-NOSBIO has the potential to promote teaching and learning about different aspects of scientific knowledge and practice by taking advantage of how they present themselves in biological sciences teaching. To illustrate this potential, we offer an example of how this model can be used for teaching about certain aspects of NOS based on the history of the cell theory. [ABSTRACT FROM AUTHOR]

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