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<p dir="ltr">In 2011, the American Association for the Advancement of Science (AAAS) published a report titled “Vision & Change: A Call to Action” that called for reform in undergraduate biology education. The report proposed core competencies that educators should target so students are graduating ready to tackle 21st-century challenges. Of these core competencies is the ability to reason quantitatively, which includes graphing. However, undergraduate biology students struggle with applying essential graph knowledge. The following dissertation project addresses these challenges by exploring two graphing tasks: constructing versus evaluating graphs. We primarily focused on introductory biology students' reasoning practices in applying graph knowledge between these two tasks. As such, we used a digital performance-based assessment tool, <i>GraphSmarts</i>, to analyze students' graphing choices and their justifications in an ecology-based scenario. Chapter 2 discusses the findings of these analyses (n=301), which revealed a disconnect in graph knowledge application between students' graph construction and evaluation skills. While students tend to create basic bar graphs when constructing graphs, they prefer more sophisticated representations, such as bar graphs with averages and error bars, during evaluation tasks—suggesting that the framing of a task influences students' application of graph knowledge between their recognition of effective data representation and their ability to produce such graphs independently. While insightful, we needed to explore ‘why’ this variation exists. Chapter 3 explores the root of this variation through student interviews (n=12). Students would complete the two tasks, followed by questions that help clarify their thought processes. Through the lens of the Conceptual Dynamics framework and the Dynamic Mental Construct model, the study identified two critical cognitive patterns, ‘mode-switching’ and ‘mode-stability.’ Results reaffirm the context-dependent nature of students' graphing knowledge and the influence of task framing on their reasoning processes, as seen in Chapter 2. Results from this project can inform recommendations that biology educators can consider, including 1) having students conduct multiple types of graphing tasks beyond construction, 2) teaching statistical features more explicitly by integrating them into course content, and 3) encouraging students to reflect on their graphing practices. That would be expected to address these instructional needs and foster characteristics of quantitative reasoning and graphing that transfer out of biology. Future directions on this work include exploring other standard graphing tools (Excel, R studio) on graph knowledge, examining the transferability of graphing skills across biological sub-disciplines, and developing targeted interventions for gaps in students' graphing competencies across various graphing tasks. Overall, the work contributes toward developing evidence-based instructional strategies that will be supportive in cultivating competent, robust quantitative reasoning and graphing skills among undergraduate biology students.</p>

Die Frühjahrsschule der FDdB (Fachsektion Didaktik der Biologie im VBIO) ist eine jährlich stattfindende Tagung für Nachwuchswissenschaftlerinnen und Nachwuchswissenschaftler in der Biologiedidaktik. Sie wurde 1998 von Helmut Vogt, zu Lebzeiten Professor für Didaktik der Biologie an der Universität Kassel, begründet. Seit fast 15 Jahren bietet sie nun Jungwissenschaftlerinnen und Jungwissenschaftlern der Biologiedidaktik die Möglichkeit, ihre Forschungsvorhaben unter ihresgleichen zu präsentieren und zu diskutieren.

This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders&amp / #8217 / attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&amp / #8217 / s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&amp / #8217 / attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&amp / #8217 / overall multiple intelligences. In addition, there was not any significant effect of the students&amp / #8217 / learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.

VOMÁČKOVÁ, J. (2017). The dialogue among students as a method of a peer assessment within inquiry tasks regarding human biology in biology lessons. MSc. Thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 50 pg. The aim of this thesis was to design the inquiry-based task that was focused on the human physiology and that enabled to use the formative assessment, more concretely the peer dialogue. Given task is focused on the blood groups issues and pupils tried to suggest their own advancement how to perform the simplified blood test with the aid of the given working aids. At the same time pupils evaluated work of their peers after the dialogue in group. They gave them the written feedback. On the grounds of this feedback the second group could correct their working procedure before they started to realize the experiment. During the research, there were worked with the audio recording, which were acquired during the peer dialogue, with the written feedback, and with the pupils' protocols. The inquiry based task including the formative assessment was implemented to the three lessons in two chosen schools in the South Bohemian Region. There was found out that the experience with inquiry based education has significant impact on the ability of pupils to provide the feedback for their peers. Pupils, who encountered the inquiry process for the first time, had got problems with particular steps and it lead to the uncertainty during the formulation of feedback for the peers. Nevertheless, mainly thanks to the peer dialogue and thanks to the providing of feedback, most of the pupils were able to become involved to the experiment and also were able to understand given problem. Dialogue between pupils proved to be the proper method of formative assessment because pupils completely openly debated about the classmates' protocols and at the same time they proved to learned more from their mistakes and also from the mistakes of their classmates and subsequently they were able to correct their protocols.

This diploma thesis discusses the possibilities of diversifying the teaching on the issue of germination in the form of worksheets as well as possibility of using germination tests in the inquiry-based teaching of biology at elementary schools and lower secondary schools. The readers are introduced into the general issues regarding seed development, construction and germination. It then deals with iquiry-based teaching, which is one of the most used methods in biology education in recent years. Worksheets created for this purpose are therefore validated through teaching practice and subsequently processed and evaluated. The paper discusses whether germination is a suitable biological material for inquiry-based teaching and also whether these worksheets can be recommended as a didactic teaching material for the development of skills and theoretical knowledge of germination.

This study weaves reflections on the Biology teaching on the Atlantic Forest biome and Caatinga through the problem and interpretive trail situations, such as teaching strategies that seek in everyday life situations that facilitate the interpretation of the natural elements, for students realize the potential of plants typical of these biomes. We seek to answer the following question: As students of the 3rd year of high school recognize the characteristics of typical plants of the Indians Palm biomes - AL, from problem situations and interpretive trail? In line with guidelines of Reigota (1995) on environmental issues, the perception is precípua, it helps to understand and interpret what the participants built on the cultural environment in the womb. The objective was to analyze the environmental awareness of students about these biomes and the problem situations and the interpretive trail as teaching strategies to expand perception. Therefore, research on environmental perception of students employed the qualitative approach of a case study, developed in July 2014, with the subject 50 students in two classes of the 3rd year of high school, a public school state of the city of Palmeira dos Indios, the morning and afternoon shifts. Of these, 26 students, the afternoon shift participated in the pedagogical moments with a qualitative approach, as action research, in November and December 2014. The data collection instruments were semi-structured questionnaire, recording video and observation. Responses were grouped into categories based on the content analysis method. The results signaled that these students were unaware of the biomes prevailing in the city, they realized the plants according to the socio-economic utility. In teaching moments didactic strategies with problem situations and interpretive trail, demonstrated significantly contribute to the expansion of environmental awareness. Both strategies were presented fruitful in meeting the objectives of this study, therefore, allowed the interaction among participants, enabling the argument as an organization of thought and opportunity to develop participatory critical skill, on everyday questions giving new meaning to teaching and learning. / O presente estudo tece reflexões a respeito do Ensino de Biologia, sobre os biomas de Mata Atlântica e Caatinga, mediante as situações problema e trilha interpretativa, como estratégias didáticas que buscam no cotidiano, situações que facilitem a interpretação dos elementos naturais, para que os estudantes percebam o potencial das plantas típicas desses biomas. Buscou-se resposta para o seguinte questionamento: Como os estudantes da 3ª série do ensino médio reconhecem as características das plantas típicas dos biomas de Palmeira dos Índios - AL, a partir das situações problema e da trilha interpretativa? Em consonância com orientações de Reigota (1995) quanto às temáticas ambientais, a percepção é precípua, pois ajuda a compreender e interpretar o que os participantes construíram sobre o ambiente no seio cultural. Assim, objetivou-se analisar a percepção ambiental dos estudantes quanto a esses biomas, bem como as situações problema e a trilha interpretativa como estratégias didáticas capazes de ampliar a percepção. Logo, na pesquisa sobre a percepção ambiental dos estudantes utilizou-se da abordagem qualitativa, do tipo estudo de caso, desenvolvida no mês de julho de 2014, tendo como sujeitos cinquenta estudantes de duas turmas da 3ª série do Ensino Médio, de uma escola pública estadual da cidade de Palmeira dos Índios, dos turnos matutino e vespertino. Destes, vinte e seis estudantes, do turno vespertino participaram dos momentos pedagógicos, com abordagem qualitativa, do tipo pesquisa-ação, nos meses de novembro e dezembro de 2014. Os instrumentos de coleta de dados foram o questionário semi-estruturado, a gravação em vídeo e a observação. As respostas foram agrupadas em categorias, com base no método de análise de conteúdo. Os resultados sinalizaram que estes estudantes desconheciam os biomas predominantes no município, percebiam as plantas de acordo com a utilidade socioeconômica. Nos momentos pedagógicos as estratégias didáticas com as situações problema e a trilha interpretativa, demonstraram contribuir significativamente com a ampliação da percepção ambiental. Ambas as estratégias apresentaram-se profícuas em atender aos objetivos desta pesquisa, pois, permitiram a interação entre os participantes, possibilitando a argumentação, como organização do pensamento e oportunidade de desenvolver habilidade crítica participativa, diante das questões do cotidiano ressignificando a o ensino e a aprendizagem.

This diploma thesis contains a collection of 29 practical exercises, aimed at cell biology. These excercises were developed on analysis of cell biology curriculum in Framework Education Programme for grammar schools, available biology textbooks and professional literature based on this topic. Practical exercises follow up active and inquiry-based approach of students to biology education. The execises include protocol suggestions for exercises, education goals summary, methodical notes for teachers and model answers.

Elever med utländsk bakgrund presterar generellt sämre i NO-ämnen än elever med svensk bakgrund. Det kan endast delvis förklaras med socioekonomiska faktorer och språksvårigheter. Det är däremot tänkbart att de försämrade resultaten för elever med utländsk bakgrund kan förklaras av normativ exkludering. Syftet med denna studie är att undersöka om läroplanens krav på alla elevers rätt till likvärdig undervisning uppfylls. De frågeställningar som ställs är om identifieringsmöjligheterna för elever med olika etnisk bakgrund har påverkats av kraven i Lpo94 och Lgr11, och om arbetet med skolans värdegrund återspeglar sig i förändringar av läroböckernas illustrationer. Studien är en kartläggning av förekomsten av synliggörande och normativ exkludering genom osynliggörande med fokus på elevernas förutsättningar inför högstadiet. Den består av en kvantitativ kartläggning av vilka som är avbildade i barn- och skollitteratur under 1750–2015 (utifrån etnicitet, kön och ålder). Den ska inte ses som en läromedelsanalys utan snarare som en analys av värderingar visade genom läromedels­inköp. Studien kan påvisa både långsiktiga trender och kortare fluktuationer i såväl andelen avbildade som graden av inkluderande avbildning. Ingen ökad grad av inkludering kunde detekteras under slutet av 1900-talet och under 2000-talet (förutom angående andelen barn i littera­tur för äldre barn). Märkbarapositiva effekter av Lpo94, Lgr11 och de senare årens värdegrundsarbete i skolan kan alltså inte detekteras. Det bör därför krävas nya typer av insatser för att kunna uppnå kravet på likvärdig undervisning för alla elever. / The purpose of this study is to examine if the Swedish ethnocentrism influences the education in biology in Swedish school: if students with different ethnical background have unequal opportunities to identification due to inequality in representation in Swedish school books, and of the current Swedish curriculum Lgr11 and the previous curriculum Lpo94 have had any effect on representation in Swedish school books. Students with non-Swedish ethnical background generally perform less well in science than students with Swedish ethnical background. It can only be partially explained by socio-economic factors or language skills. However, norm-based exclusion could be a major factor. This study focus on normative exclusion through invisibilizing. It reports an intersectional quantitative study of depiction of age, ethnicity, gender and national minorities in Swedish children and school books 1750–2015. It is not an analysis of text books as such but rather an analysis of values shown by purchases of educational material. The analyses revealed both long-term trends and shorter fluctuationsin the degree of depictions as well as in the degree of exclusion/inclusion. The study cannot find any detectable increase in ethnic or gender inclusion during the late 20thand the 21thcentury. Therefore, any significant positive effects of the national Swedish curricula Lpo94 and Lgr11 and the focus of core values (“värdegrund”) can be excluded.

The goal of the diploma thesis is to create a teaching portfolio for educational thematic area of the cell biology. Teaching materials are intended for high school students learning. The portfolio is aimed at the topic of cell construction. The portfolio is projected for the independent work of students. It can be used both in subject matter explanation and as home preparation. A revision test is a part of the portfolio. Activating part of the portfolio is composed of thematic games that are suitable for the subject matter revision and deepening of knowledge.