Search

The article presents three classroom procedures for presenting the concept of "mechanism" in biology. The term "mechanism" used in this article refers to the biological phenomena that can be accounted for a series of cause-and-effect relationships. The basis of this paper is the prevalence of anthropomorphic and teleological explanations. Each of the three classroom procedures described includes a paper-and-pencil exercise. The author of this article discusses the importance of clarifying the concept of mechanism, especially pointing out the fallacy of teleological explanations.

The article discusses an experimental study in biology that integrates testing with learning. The study shows that the experimental tests have a considerable diagnostic and remedial value for a student because it helps him in developing ability of self-dependency. Teachers' task of ceaseless correction of papers was eliminated by asking students to correct their own papers or those of their neighbors. Students' learning ability was increased through this activity and they regarded the practice tests as very valuable to them individually. Practice tests helped students by calling their attention to the points which students might not have noticed otherwise. These practice tests stimulate and increase students' learning of the text-book facts and are helpful in developing the attitude and ability of self dependency in students. This method is based on the transfer of responsibility of diagnosis and remedial activity from the teacher to the students.

The article focuses on the study of three populations of wild rabbit confined with large enclosures to determine various aspects of rabbit biology. The influence which rabbits exert on pastures has received limited attention from Australian workers, despite of its well-documented evidence published by British workers which showed damage pastures brought by rabbits. The study started in July 1957 in the three tow acre enclosures with tree densities of rabbit populations. Moreover, several studies reveal the harmful effects of rabbits on every class of habitat which they inhabit from alpine to semi-arid regions. In addition, rabbits seems to be more competent than sheep in selecting pastures for food.

The article presents a study which examines the performance of students who are taking up the Biological Sciences Curriculum Study in the U.S. The curriculum was established in 1959 for the purpose of upgrading the teaching methods in biology and enhances the student's understanding of the theories and its application for practical purposes. The actual examination performances in the laboratory revealed significant information regarding the technical skills and problem solving abilities of the students. Some students revealed high standards of work.

The article cites a study on the effects of various constant teaching patterns upon the achievements of slow learners taking high-school biology. It examines whether constant patterns of teaching of various types over an extended period could affect concept-formation, problem-solving, and total achievement. The total achievement or improvement of a student is measured base on its performance on problem solving. The search for a better way of teaching science of various intellectual levels proves to be a continuous journey.

The article cites a study on the relationship between interaction patterns followed in the classroom and the acquisition of science knowledge by slow learners. The search for a qualitative science teaching has never been enough in dealing with the slow learners. These learners are capable of learning more efficiently by a specially designed techniques that include special guidance, special planning, special curricular design and special teaching pattern. The objective of this study was to design effective methods of teaching high school biology to slow learners. In conclusion, the study reveals that teacher to student interaction is more effective compared to traditional teaching process.

The article presents a study which investigates the relationship between the teachers and students in biology classes in high schools. It was speculated that research on the relations between behavior of science teachers and other variables is barely adequate. An important task facing researchers in science teaching is to understand the complex phenomenon of teaching and to develop theories of science teaching. The study was divided into two phases to meet two major objectives including the development of a reliable category system and to describe and analyze the characteristics and patterns of these kind of interaction.

The article discusses the development of a model for concept formation in science. The author aims to describe a model for interpreting the mental process of concept formation that may be of utility for classroom research. The utilization of information theory has aided some of the most significant advances in the behavioral sciences and biology. An example of the major sources of information used in concept formation is thought to derive from problem solving experience. Problem solving involves the processing of stored information and selections of behaviors or response patterns. A schematic representation of the component parts and pathways involved in concept formation is also provided.

The article examines the curriculum for the talented student in biology in the U.S. A curriculum for the talented student in biology is one that provides a variety of environments and learning experiences through which the student may explore his interests and be stimulated to capitalize on his native abilities. Talented students in biology require guidance and inspiration from well-trained, enthusiastic, dedicated biology teachers. The total curriculum for the talented biology student is one that is well-balanced in the humanities. The curriculum includes at least one year each of chemistry and physics, a minimum of three years of mathematics, some shop experience to acquire skills in the use of tools and machines, and training in mechanical drafting.

The article presents information on how to teach biology for general education. Many teachers believe that the emphasis of biological data or knowledge, per se, without relationship to other areas of knowledge and living is adequate for the development of a general education program. Perhaps there are a few teachers who believe that biological knowledge should be diluted in order to develop the aims of a general education. The approach to teaching biology for general education will vary in terms of emphasizing the content objectives, attitudinal objectives, or other kinds of objectives. It is not suggested that the following proposal be employed as the best means of teaching biology. There should be flexibility in content, materials and methods of teaching to meet the needs of individual students and communities.

The article presents the result of a project aimed at producing a syllabus in biology for general education, based upon previous investigations and current judgments from various leaders in the area of general education and in the biological sciences. The syllabus contains forty-two principles of biology. For each principle there is a list of several criteria of general education. Specific readings were suggested for each principle in order that students may obtain a better understanding of biology.

The article discusses a classroom procedure intended to create a sense of partnership between biology students and biology teachers at the Phillips High School. To find out which are the outstanding students, the ones who would make the best leaders and what the special interests of the class are, students and the teacher have informal discussions once a week. During the Mississippi Flood the class in plant biology was especially interested in the relation between forest conservation and floods. Other local topics studied were related to Mediterranean Fruit Fly, Tent Caterpillars, Insectivorous Birds, Tree Conservation, Living Christmas Trees, and Preparation of Certified Milk. After the pupils have become acquainted, the class is organized as a nature club, with the usual officers: president, vice- president and secretary elected by secret ballot. A committee of four is selected to assist the vice- president in planning programs for the term. Each group sets to work enthusiastically to prepare the best speeches and get the most interesting demonstration material. Pupils are encouraged to bring any kind of specimens they may find. This collecting naturally leads to an interest in field trips. Two days of each week are given to the usual formal recitation and outlines are made for the work covered.

The article attempts to determine whether the biology course in the ninth grade would be as effective, in terms of pupil learning, as the course taught in grades ten and above. General Biology was offered to selected ninth grade pupils in five junior high schools during the 1958-1959 school year. The ninth grade pupils' learning were compared with that of the older pupils in the five senior high schools also taking biology during the school year. The study indicates that a selected group of ninth grade pupils is capable of achieving as well as, or better than similar groups at the senior high school.

The article discusses some important factors, which a biology teacher must consider when suggesting biology projects to students. Ability of the students should be considered when assigning projects to them. Interests of the students should be considered as this is the opportunity to integrate biology with the other subjects in the curriculum. The project should enable the student to have a better understanding of the content he has studied as this will give him experience in use of materials or manual abilities other than merely information from the biology reference. Students can make a collection of photomicrographs. They can make projects related to disinfectants, antiseptics, fumigants with their relative values and their uses. They can depict the life cycles of disease organisms through a series of diagrams. They can make a bibliography of biology references and nature books in school libraries and local libraries.

The article focuses on the course, Biology and Human Life at the Fieldston School of the Ethical Culture Schools in New York City. According to the article, the course was provided to 12th-grade girls who were interested in preparation of working in the areas of home economics and child care. It adds that the course used the textbook "The Science of Life". It provides a list of topics covered by the course. A summary of the statement of student and teacher objectives on the study of development throughout the human life span is given

The article studies on the problems of preservice biology teachers on decision-makings. The study was carried out in the period of 1970-1973 at the Department of Agricultural Education of the Hebrew University of Jerusalem, Israel. In order to establish an objective external criterion, the test was administered to a handpicked group of 20 experienced secondary-school biology teachers, personally known to the authors, and known to be exhibiting the desired type of teacher behavior. The desirable teacher in the study was defined as process oriented.

The article presents a study which examines the relationships among achievement in science, directiveness of teaching style, and cognitive preferences through the use of high school biology students. Data gathered from each subject were analyzed by analysis of variance, analysis of covariance, and correlation coefficients. Results of the study indicate that students who display a string preference for application tend to achieve more than those who display a strong preference for memory. Moreover, data suggests that a nondirective teaching style produces greater achievement than a directive teaching style.

The article focuses on the risk-taking in the explanation of biological events. Risk-taking is measured by the Extremity-Confidence of Hypothesis Test and the Risk-Taking Verbal Observation Scale, was analyzed within 2X2 and 2X3 factorial designs. The independent variables consisted of two levels of group arrangement for discussion. Results of the study have shown that verbal risk-taking is influenced by differential knowledge of the information and the composition of a discussion group based on the members' measured achievement motivation. No differences were noted in the comparison groups on risk-taking as measured by the Extremity-Confidence of Hypothesis Test. Based on the results of this study, the suggestion that risk-taking is a multidimensional trait is supported, and the magnitude of its expression may be influenced by differential treatments.

The article reports on the studies in biology and ecology of Rhacomitrum Lanuginosum Brid, a widespread moss in the bleaker regions of Great Britain. It describes the distribution of Rhacomitrum Lanuginosum Brid with reference to the vegetation of North Wales. The studies showed that geographical distribution is regulated by air-humidity, temperature and rainfall while the detailed distribution within a given region is regulated by competition. According to the author, the status of Rhacomitrum Lanuginosum Brid in calcerous habitats and in summit vegetation has been given close attention.

The article presents a study which aims to identify currently credible concepts in biology considered to be important for inclusion in K-12 curricula. The procedures employed in this study make use of scientists at the front of knowledge from the beginning and include scientists and educators with a variety of orientations. This resulted in a free flow of new information; evaluation of each statement by panels of colleagues for precision, credibility, completeness, and importance; and judgment by educators and teachers at to their importance to the education of youth. The concepts identified in this study and the importance attached to them by the national panel should be considered in developing K-12 science curricula. Hence, the concepts resulting from this study should, like all lists, be re-evaluated and revised periodically.

The article presents a study on the use and evaluation of selected industry-sponsored publications for teaching contemporary biology. A series of investigations was conducted to examine the potential of selected industry-sponsored learning aids for increasing levels of knowledge about specific aspects of contemporary biology in various academic groups. The investigations were undertaken for the following objectives: (1) to determine levels of knowledge relating to certain contemporary notions about molecular and cellular biology among various academic groups, and (2) to determine the relative effectiveness of various methods of utilizing industry-sponsored publications to extend knowledge and concepts about biology at the molecular and cellular levels in general education science courses for non-science majors, or in science education courses for prospective and in-service teachers.

The article presents a study of cognitive subsumption in the life sciences. The purpose of the study is to test the hypothesis that acquisition and retention of unfamiliar, but meaningful, verbal material can be facilitate by the advance introduction of relevant subsuming concepts or organizers. This is based on the assumption that the cognitive structure is hierchically organized in terms of highly inclusive concepts under which are gathered less inclusive subconcepts and information. The study utilized two major concepts of modern biology as expository organizers: level of biological condition and homeostasis.

The article focuses on the pre-service and in-service education of Biology teachers. The author foresees a positive future of a course such as this for in-service and preservice training. Certainly in the years to come, work will be carried outside the formal classroom. There will be a spreading of valuable educational centers and mass transportation facilities by which to reach them. The mechanized storage and retrieval of the massive accumulation of knowledge will put it within the reach of all. Finally, there will be a movement away from regional emphasis of teaching biology and toward universal application.

The article focuses on the various aspects of content-learning in a process-oriented curriculum of BSCS Biology in Israel. Three main questions were asked which relates to: (1) the level of subject-mastery attained by BSCS pupils; (2) the level of subject-mastery of BSCS pupils as compared with matched conventional groups; and (3) the degree of functionality of acquired subject-matter. The author generalized that: (1) absolute subject-matter mastery by BSCS pupils within the selected biological topics did not reached levels hoped-for; (2) BSCS pupils gained more information than matched-comparison groups; (3) the measure of functionality of acquired information was unsatisfactory in both populations; and (4) further research is necessary to show whether the unsatisfactory achievement by BSCS pupils.

The article focuses on the study which aims to determine the effect of using the demonstration method in teaching biology. Furthermore, the study examines the historical role of the demonstration method in biological pedagogy. The factors that have influenced the trends in the use of demonstrations in teaching biology includes: (1) the nature of biology; (2) the social and economic climate of the time; and (3) the prevailing philosophy of education. The author assesses the major historical periods in the development of the demonstration method. The changing role of the method is not due to positive educational research but the inconclusiveness of the research.

The article focuses on the examination of the relationship of academic achievement to success in content centered and process centered biology laboratories. Significantly, the effects of the differential treatments were ascertained through the analysis of results on pre test and post test administration of various educational tests and measurements. The relationship of academic achievement to success are ascertained through the computation of correlation coefficient between quantitative estimates of high school achievement and student scores. The results of the study reveals that high school achievement cannot be used as a basis for predicting success in process-centered laboratories. The conclusions presented in the study support certain recommendations regarding the laboratory experience to be associated with general laboratory course for college freshmen.

The article focuses on the examination of the relationship of student values to success in content centered and process centered biology laboratories. Significantly, the laboratory settings includes: (1) the content-centered laboratory is where student activities revolve around explicit directions as presented by the laboratory manual or instructor; and (2) the process-centered laboratory is where students are engaged in the solution of problems which have been defined by the teachers or by themselves. Furthermore, findings have indicated that neither the two laboratory environments categorically more effective than the other. The author noted the following observations: (1) there is a negative correlation between social value scores and process-centered gains in science attitude; and (2) negative correlation between gains in interest in biology and religious value scores.

The article demonstrates the extraterrestrial life detection techniques used in the study of exobiology in the high school biology laboratory. Introducing the study of exobiology to students at the high school level can serve to enhance and reinforce the biological learnings of a terrestrial nature. The study of exobiology will introduce the rarely seen science of astronomy into the interdisciplinary structure of biology. The Gulliver is a life detecting instrument which detects bacterial growth by determining the formation of radioactive carbon dioxide from carbon labeled substrates. Another instrument, the Multivator, attempts to detect microbe life by the presence of specific catalysts, particularly phosphatase. Measurement of microbiological growth is the basis of an instrument known as the Wolf Trap.

The article discusses the effect of a year's study of chemistry on the standardized Biological Science Curriculum Study (BSCS) Blue Version biology taken in the sophomore year at the Oak Park and River Forest High School in Illinois. The study also examined the effect of a selected freshman class having BSCS Blue Version biology on the standardized chemistry study course. It also evaluated the feasibility of teaching a mathematically oriented chemistry course to freshmen with an algebra background. According to the article, the BSCS course was based on the book "Biological Science: Molecules to Man" while the chemistry course was based on "Chemistry: An Experimental Science".

The article presents a study which evaluates the attained development of the intellectual skills, which are needed in order to understand the nature of scientific inquiry among the students in Israel taking up the Biological Science Curriculum Study (BSCS). The instrument used in this study must be regarded as a criterion-referenced measure. The results of the study were recommended to be used as feedback material for teachers already engaged in BSCS teaching and as a training material for prospective BSCS teachers.

The article presents a study that investigates alternative ways of reducing the size of the instructional unit within the bounds of large section scheduling of general education biology without sacrificing the quality of learning. The study was basing on a large section of 400 students. The section was divided into six equal sections with each group receiving different amounts and kinds of instruction. It generated several findings including the popularity of lecture method as a form of instruction, the preference of students for different instructional methods, and the proportionality of the use of instructional techniques with students' perceived relative value in producing acceptable grades.

The article discusses the effect of the resolution implemented on certain broad categories of ability in science on both the physical and biological subject areas. The scientific ability in the study is limited to the level reached by pupils in British secondary schools after a 4-year course. In the conducted study, the interschool variability of test content, particularly physics and biology, exceeds that of categories including knowledge, comprehension and application, and evaluation. An analysis of variance of the test scores showed that differences existed among the process categories. It also revealed an interaction between content and process.

The article discusses the study on teacher-pupil interaction in high school biology classes. It develops a reliable category system for systematic observation particularly in lecture-recitation-discussion classes and laboratory classes. The study also uses electronic devices such as computer and audio and video tape recorders to needed studies of the teaching process. Results show that teachers gave small amounts of time motivation, evaluation, discussion of the nature of science, and pauses for reflection. It is also observed that the predominant pattern in biology classes was teacher talk.

The article presents a research that emphasized on laboratory instruction and examined students' interest in longer laboratory periods in various schools in the U.S. Researchers aimed to examine whether there were any differences in the effectiveness of biology instruction conducted in two-hour class periods in contrast to instruction conducted in one-hour class periods. Effectiveness of instruction was assessed in terms of biology achievement, accomplishment of laboratory and problem-solving skills, and student feedbacks to their respective biology instruction.

The article presents a research that compared inductive and illustrative laboratories in College Biology that is being applied in the U.S. schools. No evidence in the study proved that the experimental method was superior to the control method in terms of achievement being measured by certain criterion instruments. Furthermore, no evidence showed that the inductive laboratory method is interior to the traditional method used. Results of the study, rather, showed that the effects of teacher difference may be of much significance than the effects of method difference. The study indicates a necessity for more focused on a research about teachers' effects on achievement and attitudes.

The article compares the relative achievement of ninth and tenth graders in biology. The possibility of moving biology into ninth and tenth grade will probably affect the achievement of the students. The movement of biology to the ninth and tenth graders would probably open possibilities in providing an additional senior high school science course. The investigation found that students who are not enrolled in formal courses were basically homogeneous in background knowledge of biology. Tenth graders with lower scholastic ability have the same achievement with the ninth graders with lower scholastic ability.

The article evaluates the issues involving contemporary biological thinking and education. The origin of the essentially temperate zone oriented approach to biology might readily be explained in terms of the history of science in general and the history of biology in particular. Systematic attempts to expose undergraduate and graduate students of biology to the richness and diversity of tropical life have hardly begun. Widespread and intensive training of young biologists in the tropics seems beset with numerous severe difficulties.

The article presents a study on the ability of high school biology students to retain biological facts. Students involved in the study knew significantly more two years after the biology course than they did when they first enrolled. The students made significant increases from pre-test to post-test and from pre-test to retention. The author of the study postulates that meaningful well structured material will be retained to a much greater degree than nonsense syllables or material learned by rote memory.

The author of this article explores the immensity of biology and the students' difficulty of getting a solid foundation in it. The author claims that many of the arguments against biology in college seem to be concerned with its specialism, the lack of concern for the biological foundations of human nature serves to force the vital part of biology out of human context, and to fence biologists more off into fields of specialized technologies. He asserts that the most important thing about biology is that it introduces ecology, the study of things and its relation to all other things. In addition, he suggests the need to emphasize the history of scientific methods, the results of their application to various fields of man's environment, and their place in culture and society to students.

This article presents a study on facts and concepts of chemistry which might be important for understanding introductory high school biology. The curriculum materials analyzed were either specifically intended for the introductory high school biology course or have had widespread acceptance and use by teachers of such courses. Included in the analyses were textbooks, workbook-laboratory manuals, curriculum guides, films, and professional methods and materials in the teaching of biology. Each fact or concept of chemistry dealt with one or more of the following: the structure, composition, or properties of chemical substances; a change which alters the identity of a chemical substance; the causes or processes which bring about the changes; and energy changes which accompany physical or chemical changes.

The article attempts to determine whether studying scientific facts and concepts relating to fallout and race produced a positive shift of student attitudes in both areas. It ascertains whether or not there is a difference in regard to any positive shift of attitudes between students having intelligence test scores of 96 and above, and students having intelligence test scores of 95 and below. The article details the construction of two attitude scales to measure fallout and race. It reviews government publications of the May and June 1959 hearings on fallout before the Special Subcommittee on Radiation of the Joint Committee on Atomic Energy of the U.S. Congress.

The article develops a course in biology for the secondary schools in Egypt. It discusses the central problem of developing a course that would take care of all the bases that should be considered in making any course of study and to use the scientific approach in selecting and organizing the subject matter items which would make the suggested course. A summary of the procedure used in arriving at the criteria used in selecting or rejecting subject matter items is presented. The article discusses the importance of the study.

The article presents a reprint of a study by B. John Syrocki and Russell S. Wallin of State University College, which was presented at the 33rd annual meeting of the National Association for Research in Science Teaching held February 11, 1960 at the Hotel Sherman in Chicago, Illinois. The authors investigate the use of television in teaching human biology.

The article presents a study which examines the effect of labeled photomicrographs on student achievement in a college General Botany course. The experiment was conducted during the spring semester of 1958 among 40 students enrolled in General Botany at Kansas State Teachers College of Empiria. The treatments include (1) laboratory work with outline drawings provided in the laboratory guide and (2) laboratory work with outline drawings and labeled photomicrographs. The result of the study shows difference between the two treatments in favor of the group using labeled photomicrographs.

The article discusses the readability of general biology textbooks in the U.S. One of the major difficulties encountered by liberal arts students who are not likely to major in any of the biological sciences is their inability to adequately understand the reading material of general biology. A study was conducted to determine whether there is any significant evidence that the difficulties encountered by these students in the study of biology are at least partly due to their inability to understand the assigned reading material. The study concludes, basing from the data gathered in the phases of the study, that the preferred biology textbooks are written beyond the reading comprehension level of college freshman students. On the other hand, the scope of the study is limited to the readability of biology reading material at the college freshman level of reading ability.

The article examines the use of ecology in teaching Science to children. Ecological studies promotes understanding on the vital scientific concepts among children. In the study of the biological community, children are constantly shifting their attention from the whole community to an examination of its parts. They become involved, they can improve their use of basic skills in communication and analytical thinking through the study and interacting among all parts of the biological community.

The article cites a study that aims to develop the considerations and techniques for the selection, development, and validation of laboratory experience units in general biology in the U.S. For purposes of this study, the laboratory experience units were centered about those principles which an elementary school teacher should understand in order to teach about plants and animals. And a technique was developed which was instrumental in satisfactorily guiding the development and validation of laboratory experience units in general biology for elementary education majors.

The article compares the "lecture" method and "principle-unit" method of teaching biology at the college level. The name "principle-unit" method derived from the use of biological principles and units. The secondary null hypothesis was that the "principle-unit" method and the "lecture" method produced equally good results in knowledge, comprehension and application of biological material at the college level.

The article profiles biology teacher Myrtle Elizabeth Johnson. Johnson was born in June 4 1881, in Walworth, Wisconsin. Johnson entered the National City grade school in 1887 and graduated from the National City High School in 1897. She graduated several courses from 1904 to 1912 in University of California including Bachelor of Science Major in Mathematics and Zoology in 1908. Her Major of Science in Zoology was granted a secondary teaching credential in 1909. She was also a Ph.D. major in Zoology and minor in Botany. In 1909-1910 she was a research assistant at La Jolla laboratory of the San Diego Marine Biological Association.

This article attempts to integrate biological studies as important curriculum in colleges. Although there is science education, the teaching of biology is often on the lowest conceivable level. Freshman biology in college brings biology into an integrated whole, and serve as an evaluation time for students. People believe that a majority of colleges require a semester of both botany and zoology during their freshman year. These courses are taught to produce biology students for advanced courses who either go to medical schools or become biology majors.