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Today´s biology curriculum at levels ISCED 2 and 3 consists of many topics like genetics, evolution, and ecology that are on the one hand very important and help students to understand complex processes that shape the environment around them, but on the other hand, are also difficult to comprehend. The main problem with these topics is that processes within their scope occur on multiple levels of biological organization that also interact among themselves in diverse ways. The biology curriculum and textbooks introduce levels of organization (molecules, cells, tissues, organisms, populations, etc.) and describe the characteristics and functions of entities at each level (like cells and their organelles). Unfortunately, in the case of the Czech Republic and other European countries, they do not sufficiently promote the connections among the levels of biological organization and concepts and processes on, and across, the levels, and therefore, they lack coherence in the presented information. This lack of coherence then easily results in misunderstandings by students of scientific concepts (like respiration or heredity). To cope with these problems, there are currently many strategies that help to promote students’ coherent understanding of biological phenomena. One of them is the Yo-Yo Strategy, that helps students to define, connect and navigate among the levels of biological organization. In the paper, we discuss how to start using this teaching and learning method successfully in class in order to influence positively students’ understanding of even very abstract biological topics. [ABSTRACT FROM AUTHOR]

Activities related to movement give space to realize biology education more interesting for pupils. Methods and forms of education, which develop inquiry skills provides much more possibilities for the implementation of movement activities. The paper presents example of movement activities related to both the development of inquiry skills and the development of pupils' ability to apply the knowledge using digital technologies. These currently bring more possibilities to applicate physical activities in biology education. [ABSTRACT FROM AUTHOR]

Studies in the field of second-language-learners in German showed that students apply different strategies if they are exposed to a linguistic overload in school. These strategies very often result in behaviour of avoidance. In this paper, a case study from biology class illustrates a student named Lela who applies an avoidance strategy: She refuses to read schoolbook texts on her own and the autonomous work on a crossword puzzle, too. To capture the reason for Lela’s behaviour this case study uses participatory observation protocols (OP) which are analysed via Key-Incident-Analysis. Moreover, we analysed the respective schoolbook texts and the crossword puzzle. Results reveal that Lela’s avoidance strategies are not symptoms of laziness or a lack of interest but linguistic complexity in schoolbook texts and missing support of learning language of schooling.