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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]

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]

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]

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]

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 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]

College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a medium-sized suburban, two-year college in the northeastern United States. Students in all participating course sections received written instructions on five key elements of critical analysis (CA) to include in scientific study analysis papers. Classroom instruction on recognizing these key elements in primary research papers was provided either via CRS or via an instructor-facilitated classroom discussion enhanced by the same PowerPoint presentation. A rubric, designed specifically for this assignment, was validated prior to its use in this study. Fifty students participated in the study, and those who received the CRS intervention achieved significantly higher CA scores for identifying implications of study findings, while the group that received only written instructions achieved significantly higher CA scores for discussing the credibility of the references used by the authors in planning the critiqued study. The implications of this study are discussed along with ideas for future research. [ABSTRACT FROM AUTHOR]

This paper takes the position that the discourses of science and morality are not distinct within biology education; rather, they inform each other to produce, discipline, and regulate human sexuality. Our analysis of the medical and moral discussion on sexuality in a secondary school science textbook (the 12th standard National Council for Educational Research and Training textbook), along with insights from interviews with teachers, reveals that the texts portray a romanticized notion of sex that is limited to a monogamous heterosexual relationship. In the first part of the paper, we analyze how the biology textbook discusses "safer sex" in the limited context of sexually transmitted diseases and how scientific knowledge produces specific sexual subjectivities and categories. In our view, the portrayal of "normal sex" in the textbook is valueladen and not inconsequential. We also examine the discursive devices employed by the textbook to assert what is considered "culturally appropriate." The second part of the paper focuses on interviews with three biology teachers from Keralam, India. Discourse analysis is used as a methodology to explore how teachers occasionally use scientific and moral arguments interchangeably. We discuss some examples where teachers use cultural and moral ideals to justify the scientific claims in the textbook. For instance, when the textbook focuses on how "promiscuity" produces disease, teachers emphasize how promiscuity can lead to sexual anarchy, fatherless children, unsatisfied spouses, and broken relations. We argue that the teachers, along with the textbook, intertwine scientific facts with moral sensibilities, articulating a view of science, technology, and medicine that aligns with socio-cultural norms. [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]

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.

Artificial intelligence (AI) is now affecting all aspects of our social lives. Without always knowing it, we interact daily with intelligent systems. They serve us invisibly. At least that's the goal we assign to them: to make our lives better, task by task. Artificial intelligence has the potential to make biology education more engaging, personalized, and effective by providing students with interactive simulations, personalized learning experiences, and other tools that help them understand complex biological concepts. In this paper, we discuss the integration of AI into the virtual classroom, which significantly enhances student learning experiences in various ways. The study shows that an effective integration of technology into the virtual classroom requires a thoughtful approach that aligns with educational goals and the specific needs of students. In fact, interactive simulations can help make biology more engaging and memorable for students. Besides, personalized learning AI algorithms can help biology students receive a more tailored and effective learning experience, helping them to better understand the course material and develop a deeper appreciation for the natural world. In this work, we will discuss the use of AI to enhance interactive simulation-based cellular processes, with additional application in anatomy, physiology, and ecology teaching. Moreover, this paper discusses how AI could be used to analyze student data and propose personalized learning using adaptive assessments, content recommendations, and data sciences. This paper illustrates examples of AI algorithms that could be useful for teaching biology. [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]

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]

What knowledge do you need to be an effective instructor? One key type of knowledge is pedagogical content knowledge (PCK), which includes awareness of how students are likely to think about a topic and where they will struggle as they learn that topic. We propose PCK as a valuable framework for reflecting on your own knowledge for teaching topics in evolution. We have created a searchable file that uses PCK as a framework to organize over 400 peer-reviewed papers from 40+ journals to give you better access to relevant resources for teaching evolution to undergraduates and advanced high school students. None of us have time to read 400 papers to inform our teaching, so we provide tips to maximize your use of this collective knowledge in the time you have available. We have written these to be useful to instructors across career stages. [ABSTRACT FROM AUTHOR]

This study was carried out to ascertain non-parametric qualities of past undergraduate biology examinations questions in one Nigeria university. The study employed ex-post facto research design and involved document analysis procedure. It surveyed one hundred and seven examination question papers with a total One thousand one hundred and ninety eight mainly essay and sub-essay questions for a period of five years examination sessions from 2012/2013 to 2017/2018 but excluded 2016/2017. Using descriptive content analysis method, the study analysed the content validity and the cognitive content of the biology examination papers. Descriptive statistics, mainly percentage was used to determine the proportion of the questions set on the content of each course in context of the National Universities Commission (NUC), Abuja, Nigeria, Benchmark for Minimum Academic Standard (BMAS, 2007) and the in-use university academic prospectus undergraduate biology curriculum. The analysis revealed that 80% of the content of the biology curriculum was tested but the examination tested more of lower order cognitive abilities (knowledge and comprehensive) which constituted 76.11% with deviation +36.11, than higher order questions (23.85%) with application/problem solving constituting only1.83% The overall finding calls for further improvement in the qualities of the examination questions. Appropriate recommendations that could lead to improvement of the content validity of the examinations questions, increasing proportion of problem solving/application and broad range of higher level analytical, creative and evaluative thinking questions were made. It was concluded that the examination question papers could be considered suitable assessment tool that satisfy content validity but low towards the attainment of higher cognitive objectives of biology of the undergraduate program. [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]

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]

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]

Can plants learn? This question stirs up controversy and speculation in the classroom, as it is currently doing in the scientific community at large. We leverage the controversy to ask students to contribute tu the greater body of knowledge by using scient(fic principles in creative research projects. Ninth-grade honors biology students became familiar with original research and the surrounding controversy, and performed experiments testing two distinct forms Of plant learning in Pisum sativum (pea) and Mimosa pudica (sensitive plant). [ABSTRACT FROM AUTHOR]

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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 explicates the relationship between biological function and teleology by focusing not only on difference but also on conceptual overlap. By doing so, this paper is meant to increase awareness of the misleading potential of biological function and the educational necessity to explicate the meaning of biological function to biology students to prevent them from drawing inadequate teleological conclusions about biological phenomena. The conceptual overlap between teleology and biological function lies in the notion of telos (end, goal). Biologically inadequate teleology assumes that teloi (ends, goals) exist in nature and that natural mechanisms are directed towards teloi. Such inadequate teleological assumptions have been documented in students' reasoning about biological phenomena. Biological function, however, does not involve the assumption that teloi exist in nature. Rather, biologists use the notion of telos as an epistemological tool whenever they consider a structure or mechanism functional because they view this structure or mechanism as a means to an end (telos). Whereas for biologists such means-ends conceptualizations represent a productive tool for identifying biological phenomena functionally, for students, such means-ends considerations can be misleading. Therefore, this paper explicates how far the concept of biological function involves reference to ends (teloi) and how it relates to biological mechanisms. The paper draws implications on how to prevent students from slipping from functional reasoning into inadequate teleological reasoning. [ABSTRACT FROM AUTHOR]

The increasing availability of digital technology in biology classrooms has facilitated an on-going transition from traditional lectures to the use of multimedia tools such as videos and interactive software. While most existing educational multimedia focus on illustrating textbook concepts, few address the process of science by linking those concepts with the researchers and their studies as reported and received in the primary literature. With the support of a 2015 ESA Centennial grant, we teamed up with students and university-affiliated artists to create four original animated videos of classic ecology papers of the last century. The videos were showcased at the 2015 Centennial Meeting Sunday Plenary and continue to be available for free viewing and sharing at http://ecomotionstudios.com/. Since their debut, the videos have received over 8000 views, have been employed as educational tools in undergraduate classrooms, and have been promoted as outreach tools by science media outlets including on the homepage for the journal, The American Naturalist. Here, we argue that the potential for artistry, narrative structure, and connection to the research process make animation an invaluable and underutilized medium for sharing primary literature with students and public audiences. We envision the future of ecology as one where decreasing video production costs and the opportunities for interdisciplinary collaboration available at universities lead to increased production of visual media to supplement education and broadly communicate primary ecological research. [ABSTRACT FROM AUTHOR]