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Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper studies how students justify everyday, scientific, and pseudo-scientific propositions, and whether they recognize the type of justifications they use. For this purpose, we work with 54 students in the 3rd year of compulsory secondary education in the subject of biology and geology, in which two learning activities designed to work on the evaluation of propositions are implemented. The results provide information on the students' preference for using habits and explanations in the evaluation of everyday propositions, and expert testimony and personality traits in the evaluation of scientific and pseudoscientific propositions, as well as the inability to acknowledge explanations and personality traits. These results provide us with useful background for reflecting on how to work on epistemic cognition in the classroom and thus broaden the conceptual frameworks on epistemic cognition. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper compares and analyzes the questions and problems of Genetics raised between 2010 and 2019) in the university entrance exams of four autonomous communities (Andalucia, Castilla-La Mancha, Extremadura and Murcia). After analyzing the 160 tests collected, it is found that there are differences between the communities both in the structure of the tests, the presence or not of certain contents and their evaluations in the correction. In relation to Genetics problems, differences between communities are also appreciated and certain aspects that can be improved from the didactic point of view are maintained. The need to modify the entrance exams is raised according to the desirable equity of the same. [ABSTRACT FROM AUTHOR]

Copyright of Philosophy & History of Biology / Filosofia e História da Biologia is the property of Associacao Brasileira de Filosofia e Historia da Biologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Numerous research in teaching biology shows that learning the theory of biological evolution is very complex. In this paper we present the theoretical foundations of a didactic proposal based on the modeling and metacognition on the epistemological obstacles in relation to the learning of this content. This proposal aimed at students to build a model of evolution by natural selection and allopatric speciation, while reflecting on the learning strategies used in this process and on the epistemological obstacles that make this work difficult. In addition to developing the fundamentals of the didactic proposal we offer some concrete examples of activities. [ABSTRACT FROM AUTHOR]

We present an educational innovation strategy that consists on the implementation of a virtual investigation project in biology. In university education, some lab practices are prohibitive due to high costs. For distance university education, there are few virtual educational resources that can be used instead. In this paper we share the experience of using the dose-response simulator 1.0. The simulator has been developed in our lab to explore the usability and the learning levels achieved by the students. An exploratory study was conducted with a group of students from the Research Methods I course of the Bachelor's degree biology program. The work corresponds to a virtual, structured, semi-closed type, guided by specialized teaching supervision. Two levels of knowledge were evaluated: the management of the program and the understanding of theoretical knowledge. 69.2% of the students stated that using the simulator was easy. According with Bloom's taxonomy, from 100 to 92.3% performed well in activities at the apply and analyze levels, and 76.9 to 61.5% at the synthesize level. 7.7% did not adapt at all. The results indicate a high level of student learning. Simulators are an alternative for teaching when lab practices are expensive. [ABSTRACT FROM AUTHOR]

This paper proposes the analysis of a questionnaire of the Representation of Content (ReCo, Loughran et al. 2004) so as to generate a map of the pedagogical content knowledge of the cell in five professionals of the biological area who work as biology teachers in secondary education Chile. The analysis will identify the relationships established between the domains of pedagogical content knowledge (PCK)-Maps of the PCK and the didactic model of the participants. It is possible to identify similar and distant beliefs among participants, according to the PCK domains and their relationships. The results show that the PCK is specific to each professional, that the relationships between the component of PCK are mainly conceptual in the participants, that the constructivist didactic model is the least common and that the most widely shared beliefs among professionals are those related to the knowledge component of student understandings. The convenience of analyzing PCK maps as an element to guide actions that contribute to substantiate the performance of these professionals is discussed. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyzes how textbooks introduce infectious diseases and if the activities promote the development of scientific competencies in this topic. Eight textbooks widely used in 9th grade (14-15 years old) Biology and Geology teaching are analysed. The results show that the textbooks make reference to numerous diseases, although they do not focus on individual and relevant cases in our context. The models of infection are not connected with specific diseases. Activities requiring the memorization of concepts are more frequent than the application ones, being the scientific explanation of phenomena the main competency addressed in the last ones. One implication is the need to enhance tasks addressing socio-scientific controversies to promote critical thinking and the development of scientific practices by students in this science topic. [ABSTRACT FROM AUTHOR]

In this paper we show the necessary guidelines to ensure the observation, in the Biology laboratory of compulsory secondary education, of antimicrobial capacity of some compounds, especially antibiotics, and their impact on the strengthening of science education on health. [ABSTRACT FROM AUTHOR]

This paper shows the guidelines to ensure the observation in the Biology laboratory of compulsory secondary education one of the resulting products of the glucose fermentation by Saccharomyces cerevisiae yeast, the partial study of its metabolism and the effect on the Biology discipline on the "Bachillerato" (A-level). [ABSTRACT FROM AUTHOR]

This article is the result of the study of the process of incorporating research into an institutional milieu originally devoted to teaching and what the relationship is between these two activities, converting the institution studied into a body which provides education through scientific research. It is about the case of the Department of Biology School of Sciences of UNAM. Research in this community has been implemented with the creation of thirty-nine laboratories, all of them designed to support teaching. The intention of the analysis is to try to explain that what has happened in the Department of Biology since the mid-sixties (1964) is a significant achievement among academic institutions in Mexico and around the world. The subject was addressed along three analytical axes: Discipline, institution, and major. However, the centerpiece was discipline. Each of them existed throughout the history of the institution from 1915 to 1994. The paper analyzes the development of biology through the process of institutionalization. It corroborates, under the proposed analytical framework, that discipline with its mechanisms of evolution provides opportunities for linkages between teaching and research and periods of separation of these two functions. The notion of discipline helped develop the conjecture that what happened in the Department of Biology was part of the academic (cognitive) development of the field and that this occurred through the process of integration and diversification and that the two processes were consecutive. At the same time, it was understood that in the pursuit of both mechanisms, the disciplines evolved and assured their own continuity, and that this occurred beyond the influence of external factors and the rise of research in the international arena. These processes are undoubtedly contributing factors, but without proper disciplinary advances they would not have resonance. We concluded that this could be a model for the interpretation of the historical work of other institutions and disciplines. Furthermore, it underscores the idea that respect for and understanding these processes is essential to enable the advancement of scientific development in our country. [ABSTRACT FROM AUTHOR]

Copyright of Alpha: Revista de Artes, Letras y Filosofía is the property of Universidad de Los Lagos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Theoria: An International Journal for Theory, History & Foundations of Science is the property of Universidad del Pais Vasco, Servicio Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)