37 results
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2. “Black Boxes, full of them”: Biology Teachers’ Perception of the Role of Explanatory Black Boxes in Their Classroom
3. The Effect of Web-Based Biology Learning Environment on Academic Performance: A Meta-analysis Study
4. Fink’s Integrated Course Design and Taxonomy: The Impact of Their Use in an Undergraduate Introductory Course on Bioinformatics
5. How to make guided discovery learning practical for student teachers
6. Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study
7. Biology teachers’ collaborative experiences: benefits and difficulties in different contexts in relation to perceived value
8. Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom
9. Analysing Multimodal Texts in Science—a Social Semiotic Perspective
10. The use of ethical frameworks by students following a new science course for 16–18 year-olds
11. Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning
12. Teaching Practices for Enactment of Socio-scientific Issues Instruction: an Instrumental Case Study of an Experienced Biology Teacher
13. Fostering Students’ Conceptual Knowledge in Biology in the Context of German National Education Standards
14. Visual Literacy in Preservice Teachers: a Case Study in Biology
15. Diagnosing Students’ Understanding of the Nature of Models
16. Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement
17. Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills
18. How is the body’s systemic nature manifested amongst high school biology students?
19. Casual Games and Casual Learning About Human Biological Systems
20. Common Mistakes in the Construction of Diagrams in Biological Contexts
21. “Omne Vivum Ex Vivo”? A Study of Middle School Students’ Explanations of the Seemingly Sudden Appearance of Some Life Forms
22. Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent?
23. THE EFFECT OF KNOWLEDGE LINKING LEVELS IN BIOLOGY LESSONS UPON STUDENTS’ KNOWLEDGE STRUCTURE
24. Instructional Efficiency of Tutoring in an Outreach Gene Technology Laboratory
25. Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations
26. The Development of Understanding of Evidence in Pre-University Biology Education in the Netherlands
27. Teaching Gene Technology in an Outreach Lab: Students’ Assigned Cognitive Load Clusters and the Clusters’ Relationships to Learner Characteristics, Laboratory Variables, and Cognitive Achievement
28. A Shadow Curriculum: Incorporating Students’ Interests into the Formal Biology Curriculum
29. The body bites back!
30. A New Two-Step Approach for Hands-On Teaching of Gene Technology: Effects on Students’ Activities During Experimentation in an Outreach Gene Technology Lab
31. Polysemy in the Domain-Specific Pedagogical Use of Graphs in Science Textbooks: The Case of an Electrocardiogram
32. THE RELATIONSHIP BETWEEN GRADE 11 PALESTINIAN ATTITUDES TOWARD BIOLOGY AND THEIR PERCEPTIONS OF THE BIOLOGY LEARNING ENVIRONMENT
33. “Here the Scientists Explain What I Said.” Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature
34. Efficacy of Two Different Instructional Methods Involving Complex Ecological Content
35. Experienced Junior-High-School Teachers’ PCK in Light of a Curriculum Change: “The Cell is to be Studied Longitudinally”
36. Civic Biology and the Origin of the School Antievolution Movement
37. Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?
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