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An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performancePaterson, Craig Chalmers January 1993 (has links)
Bibliography: pages 189-198. / Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.
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Enhancing the quality of first-year Biology teaching at the University of StellenboschJoubert, Lydia-Marie 12 1900 (has links)
Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the
quality of undergraduate biology teaching, especially when considering the growth in
the fields of biotechnology and the molecular sciences. Programmes of learning have
to be market orientated, and the contents of curricula have to equip students for
entrance into a specific career.
At the University of Stellenbosch the School for Biological Sciences has developed an
interdisciplinary approach to first-year biology teaching. The new programmes in
Biological Sciences, implemented in 2000, contain first-year curricula that introduce
students to the disciplines of genetics, botany, zoology, microbiology, biochemistry
and statistics. This involves participation by six departments, and lecture facilitation in
two languages for up to 600 students. As contact sessions between lecturers and
students are limited, self-study is becoming increasingly important, and lectures
should be fully exploited to obtain deep learning. This study investigated various ways
to enhance the teaching and learning process for first-year biology students in a
module fraught with growing pains and problems.
The influence of software support on student learning was evaluated, while the
introduction of an innovative approach to teaching statistics to first-year students was
analyzed. Supplementing the statistics section with video-recordings of the lectures
was further considered as a possible way of overcoming various obstacles in
especially this section of the module. The application of a practical laboratory course
to enhance the quality of the theoretical lectures was also investigated and evaluated.
It can be concluded that no simple solution could be found to solve the variety of
problems that arose with implementation of the new programmes of learning.
Technology proved to be invaluable, but should be applied after thorough needs
assessment and impact studies have been performed. Provision of IT tools and
facilities do not necessarily imply their application and effect, and innovation and
inspiration still proved to be most effective in enhancing biology teaching. / AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor
die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in
biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet
markgerig wees, en die inhoud van leerplanne loopbaangerig.
Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert
sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel.
Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is,
bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika,
botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby
betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien
kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend
belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry.
Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen
leerproses by eerstejaarbiologie-studente versterk kan word.
Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n
nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente
geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames
van die lesings, is verder oorweeg om verskeie van die hindernisse in veral
hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om
die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer.
Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die
verskeidenheid van probleme op te los wat met implementering van die programme
ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat
behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van
informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en
innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te
brei en te versterk.
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College Freshman Biology Two Semester Course: Integrating Deep Processing Teaching TechniquesBlevins, Mary Jean 05 1900 (has links)
Development of a college level freshman biology course was undertaken in response to government reports that American students have fallen behind students of other countries in the area of the sciences. Teaching strategies were investigated to accomplish two objectives, to define essential academic material to include in the course and to investigate teaching techniques that would increase deep processing of the information. An active process that consisted of applying the cognitive information to solving problems or developing answers to questions was defined as critical thinking. Critical thinking was incorporated into the course by the use of case studies.
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A survey of junior college biology curricula, staffing policy and teacher preparationBlevins, David A January 2010 (has links)
Digitized by Kansas Correctional Industries
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Stories of staying and leaving: a mixed methods analysis of biology undergraduate choice, persistence, and departure / Mixed methods analysis of biology undergraduate choice, persistence, and departureLang, Sarah Adrienne, 1973- 29 August 2008 (has links)
Using a sequential, explanatory mixed methods design, this dissertation study compared students who persist in the biology major (persisters) with students who leave the biology major (switchers) in terms of how their pre-college experiences, college biology experiences, and biology performance figured into their choice of biology and their persistence in or departure from the biology major. This study combined 1) quantitative comparisons of biology persisters and switchers via a questionnaire developed for the study and survival analysis of a larger population of biology freshmen with 2) qualitative comparison of biology switchers and persisters via semi-structured life story interviews and homogenous focus groups. 319 students (207 persisters and 112 switchers) participated in the questionnaire and 36 students (20 persisters and 16 switchers) participated in life story and focus group interviews. All participants were undergraduates who entered The University of Texas at Austin as biology freshmen in the fall semesters of 2000 through 2004. Findings of this study suggest: 1) Regardless of eventual major, biology students enter college with generally the same suite of experiences, sources of personal encouragement, and reasons for choosing the biology major; 2) Despite the fact that they have also had poor experiences in the major, biology persisters do not actively decide to stay in the biology major; they simply do not leave; 3) Based upon survival analysis, biology students are most at-risk of leaving the biology major during the first two years of college and if they are African-American or Latino, women, or seeking a Bachelor of Arts degree (rather than a Bachelor of Science); 4) Biology switchers do not leave biology due to preference for other disciplines; they leave due to difficulties or dissatisfaction with aspects of the biology major, including their courses, faculty, and peers; 5) Biology performance has a differential effect on persistence in the biology major, depending on how well students perform in comparison to other courses or other students. / text
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Study of a hybrid course in non-majors biology : an assessment of changes in student attitudes and levels of engagementMoore, Michael Edward 20 July 2013 (has links)
This study has presented a comprehensive overview of the context and significance of
changes in attitudes and levels of engagement in Ball State University’s BIO 100 class which is
taught using the blended learning method. The evidence suggests that this method exhibits no
significant overall change in attitudes or levels of engagement over the course of the semester.
Several individual question couplets exhibited positive change. The combination of no
significant overall change and positive couplet changes suggests that this method is a viable
alternative to more traditional methods. In addition students overwhelmingly agree that this
method of education should be used in other classes. Future research is needed to confirm the
effects of this method. It is also paramount that as this method becomes implemented on larger
scale training and coaching be available for students and faculty members. These services are
necessary in order to achieve maximum method effectiveness.
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Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology LaboratoryHarris, Molly Ann January 2009 (has links) (PDF)
No description available.
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Tapping into Students' Culturally Informed Prior Knowledge: A Study of Four Instructors Teaching Undergraduate BiologyWoodson, Jolie January 2021 (has links)
While it is well established that pedagogies purposefully linking subject matter to students’ cultural contexts and prior knowledge can help students learn subject matter, little is known about practices for so doing in undergraduate biology courses enrolling substantial numbers of racially, culturally, and otherwise diverse students. This study sought to understand how four biology instructors of primarily Black and Hispanic students enact a form of teaching that draws out and uses knowledge from and about students’ lives—what I refer to as students’ culturally informed prior knowledge—to help students learn key subject-matter ideas in biology. It also examined how instructors managed their efforts to teach in this way and how they portrayed their reasons for so doing.
The study derived several insights. One, instructors can connect important subject-matter ideas, in the study of biology, to facets of students’ daily lives, using the latter to advance students’ understanding of the former. Thus, the teaching of college-level biology with knowledge drawn from students’ lives is more than an aspiration. It can and—per my study—does occur. It is then possible to teach college-level biology with knowledge drawn from students’ lives.
Two, to enact such teaching, instructors can strive to draw comparisons between topics that are concrete and familiar to students and new subject-matter ideas to make the latter comprehensible to them. Three, instructors can connect subject matter to their students’ physiological experiences, treating students’ thinking about their bodies as a form of prior knowledge. Four, instructors can call students’ commonly accepted yet incomplete or unexamined ideas and beliefs into question to facilitate their learning of subject-matter ideas. Five, instructors’ efforts to teach using knowledge from students’ lives can include planning and forethought—but also improvisation while teaching. Six, a desire to make the subject matter of their course relatable to students can inspire instructors to teach using knowledge from students’ lives.
The study recommends (a) changes in institutional policy toward supporting faculty in efforts to teach using knowledge from students’ lives, and (b) future research into teaching of biology and other STEM subjects that takes into account students’ prior knowledge.
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General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year CollegeMoreland, Amy L. 08 1900 (has links)
In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
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Evaluation of a practical component of the biology course of the Basic University Science Course Experimental Project at Universidade Eduardo Mondlane in MaputoCossa, Eugenia, Flora, Rosa January 1997 (has links)
A research report submitted to the Faculty of Science, University of the
Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the
degree of Master of Science. / The purpose of this study was to determine whether the goals of the practical component
of the cytology section of the biology course at Basic University Science Course
Experimental Project (BUSCEP) at Universidade Eduardo Mondlane in Maputo were
being achieved. Two kinds of instruments were used in this study. They were (i) a written
practical test and (ii) an observation schedule (checklist I and II). A total of 41 first year
biology students of the BeSCEP course were involved in the study. The written practical
test determined whether the students had mastered the knowledge of the parts of the
microscope and their functions and whether they had understood how to use the
microscope. Checklist I tested whether the students had mastered the physical skills
necessary to operate a light microscope correctly. Checklist II tested whether the students
had mastered the skills needed to prepare a wet mount slide.
The results revealed that the goals of the practical component of the cytology section of
the biology course at BUSCEP were not achieved. This was because most students have
problems in understanding how to use the microscope as well as in mastering the logical
sequence of the skills needed for effective use of the microscope. It is imperative that
teachers find and use effective ways of assessing laboratory activities and skills during
practicals, as this will contribute to the improvement of the BUSCEP biology course. / AC 2018
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