This study reports on recurring difficulties experienced by undergraduate students with respect to understanding and interpretation of certain symbolism, nomenclature, terminology, shorthand notation, models and other visual representations employed in the field of Molecular Biology to communicate information. Based on teaching experience and guidelines set out by a four-level methodological framework, data on various topic-related difficulties was obtained by inductive analyses of students’ written responses to specifically designed, free-response and focused probes. In addition, interviews, think-aloud exercises and student-generated diagrams were also used to collect information. Both unanticipated and recurring difficulties were compared with scientifically correct propositional knowledge, categorized and subsequently classified. Students were adept at providing the meaning of the symbol “Δ” in various scientific contexts; however, some failed to recognize its use to depict the deletion of a leucine biosynthesis gene in the form, Δ leu. “Hazard to leucine”, “change to leucine” and “abbreviation for isoleucine” were some of the erroneous interpretations of this polysemic symbol. Investigations on these definitions suggest a constructivist approach to knowledge construction and the inappropriate transfer of knowledge from prior mental schemata. The symbol, “::”, was poorly differentiated by students in its use to indicate gene integration or transposition and in tandem gene fusion. Idiosyncratic perceptions emerged suggesting that it is, for example, a proteinaceous component linking genes in a chromosome or the centromere itself associated with the mitotic spindle or “electrons” between genes in the same way that it is symbolically shown in Lewis dot diagrams which illustrate covalent bonding between atoms. In an oligonucleotide shorthand notation, some students used valency to differentiate the phosphite trivalent form of the phosphorus atom from the pentavalent phosphodiester group, yet the concept of valency was poorly understood. By virtue of the visual form of a shorthand notation of the 3,5 phosphodiester link in DNA, the valency was incorrectly read. VSEPR theory and the Octet Rule were misunderstood or forgotten when trying to explain the valency of the phosphorus atom in synthetic oligonucleotide intermediates. Plasmid functional domains were generally well-understood although restriction mapping appeared to be a cognitively demanding task. Rote learning and substitution of definitions were evident in the explanation of promoter and operator functions. The concept of gene expression posed difficulties to many students who believed that genes contain the entity they encode. Transcription and translation of in tandem gene fusions were poorly explained by some students as was the effect of plasmid conformation on transformation and gene expression. With regard to the selection of transformants or the hybridoma, some students could not engage in reasoning or lateral thinking as protoconcepts and domain-specific information were poorly understood. A failure to integrate and reason with factual information on phenotypic traits, media components and biochemical pathways were evident in written and oral presentations. DNA-strand nomenclature and associated function were problematic to some students as they failed to differentiate coding strand from template strand and were prone to interchange the labelling of these. A substitution of labels with those characterizing DNA replication intermediates demonstrated erroneous information transfer. DNA replication models posed difficulties integrating molecular mechanisms and detail with line drawings, coupled with inaccurate illustrations of sequential replication features. Finally, a remediation model is presented, demonstrating a shift in assessment score dispersion from a range of 0 - 4.5 to 4 - 9 when learners are guided metacognitively to work with domain-specific or critical knowledge from an information bank. The present work shows that varied forms of symbolism can present students with complex learning difficulties as the underlying information depicted by these is understood in a superficial way. It is imperative that future studies be focused on the standardization of symbol use, perhaps governed by convention that determines the manner in which threshold information is disseminated on symbol use, coupled by innovative teaching strategies which facilitate an improved understanding of the use of symbolic representations in Molecular Biology. As Molecular Biology advances, it is likely that experts will continue to use new and diverse forms of symbolic representations to explain their findings. The explanation of futuristic Science is likely to develop a symbolic language that will impose great teaching challenges and unimaginable learning difficulties to new generation teachers and learners, respectively. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.

A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.

South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners need to develop biology skills that will equip them for life, enable them to solve problems and think critically. Unfortunately South Africa is presently encountering a lack of skilled citizens. The reasons for this most probably is that the biology curriculum is mainly discipline-based, content-loaded and largely irrelevant, resulting in learners not furthering their studies in biology and related fields. The biology matriculation examination has a strangle hold on what is taught. Lengthy, content-loaded curricula emphasise the memorising of facts by means of expository teaching methods, leaving little opportunity to teach the application of information and skills to solve problems in real life situations. The teaching methods of biology are thus not sufficiently stimulating and motivating. Biology teaching should not only concentrate on facts or explain facts to learners, but should also concentrate on ways or processes by means of which these facts can be obtained. To implement a process approach where learners can develop basic- and integrated skills is not an easy task for those involved. The empirical research of this study, confirmed the findings throughout the literature study that various factors hamper the effective implementation of the process approach. It is important that negative factors such as 'large classes' and 'a lengthy syllabus' (in historically disadvantaged [HD] and advantaged schools [HA]) and 'lack of equipment' and 'resource material' (only in HD schools) which received high percentages in the survey, will duly be considered when implementing the process approach, curriculum 2005 or 21. These factors can exert a powerful influence on the success of any changes in biology education. To ensure the successful implementation of the process approach it is important that all teachers receive adequate in-service training to keep abreast with new teaching strategies and methods / Educational Studies / D.Ed. (Didactics)

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

The purpose of this study was to investigate if teacher, pupil, curriculum and classroom environment variables were significantly related to adolescents' attitudes towards Biology. The study also investigated whether certain factors (as moderator variables) significantly influenced the relationships between pupils' attitudes towards Biology and each of the independent variables. For the investigation a sample of 426 standard eight, nine and ten pupils from three school-types completed an attitude questionnaire. Parametric statistics were used to analyse the results. Findings from the correlation and stepwise regression analysis revealed that the curriculum was the strongest correlate of attitude and accounted for most of the variance in pupils' attitudes towards Biology. An analysis of variance revealed no significant difference in pupils' attitudes towards Biology when gender, standard, parental levels of formal education and type of school were used as moderator variables. These findings suggest a complete restructuring of the Biology curriculum. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to evaluate the undergraduate biology practical instructions and the level of competence of undergraduate biology students in practical laboratory skills in some Ethiopian universities using skill performance rubric and questionnaires. A sample of 208 third year students and 26 instructors and laboratory assistants from three universities were selected as sample of the study. Students reported that more than 84.2% of the laboratory activities are below the average number of laboratory activities recommended by the curriculum with no significant difference between universities. The laboratory skill performance test score was below the midpoint. None of the students could be able to estimate and determine fields of vision of a microscope. There is a significant and a positively linear relationship between the students’ grade point average (GPA) with identification of laboratory equipment, handling of microscope, setting of microscope, estimation of diameter of field of vision and measuring liquid. Laboratory skill performance test score is correlated with higher education entrance exam score but not with students’ high school laboratory back ground. There is no significant difference in instructor’s manipulative skills among universities (p ≥ 0.09) and instructors manipulative skills is neither correlated with qualification nor teaching experience (P≥0.056). The most common method of assessment instructors’ use in the laboratory is laboratory report and identification of specimen examination (46.4%) and written exam and identification of specimen examination (35.7%). The number of courses having laboratory manuals is as low as 14.3%, in the new university. Manipulating materials, measuring and using numbers, and pre lab activity were common activities, and were found in every manual and in every university. Moreover, the result also revealed that the manuals contain high percentage rate of basic science process skills (75.4%) as compared to the integrated science process skills (24.6%). Correlation and multiple regression analyses revealed that students’ laboratory performance skills is significantly positively correlated with higher education entrance exam score, availability of laboratory resources and instructors experiences. Instructors’ experience has significant positive regression weights. / Life and Consumer Sciences / D. Phil. (Mathematics, Science and Technology Education)

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.