Community colleges serve the most diverse student populations in higher education. They consist of non-traditional, part-time, older, intermittent, and mobile students of different races, ethnic backgrounds, language preferences, physical and mental abilities, and learning style preferences. Students who are academically challenged may have diverse learning characteristics that are not compatible with the more traditional approaches to the delivery of instruction. With this need come new ways of solving the dilemma, such as Computer-aided Instruction (CAI). This case study investigated the use of CAI as a laboratory component of college-level biology in a small, rural community college setting. The intent was to begin to fill a void that seems to exist in the literature regarding the role of the faculty in the development and use of CAI. In particular, the investigator was seeking to understand the practice and its effectiveness, especially in helping the under prepared student. The case study approach was chosen to examine a specific phenomenon within a single institution. Ethnographic techniques, such as interviewing, documentary analysis, life's experiences, and participant observations were used to collect data about the phenomena being studied. Results showed that the faculty was primarily self-motivated and self-taught in their use of CAI as a teaching and learning tool. The importance of faculty leadership and collegiality was evident. Findings showed the faculty confident that expectations of helping students who have difficulties with mathematical concepts have been met and that CAI is becoming the most valuable of learning tools. In a traditional college classroom, or practice, time is the constant (semesters) and competence is the variable. In the CAI laboratory time became the variable and competence the constant. The use of CAI also eliminated hazardous chemicals that were routinely used in the more traditional lab. Outcomes showed that annual savings from operations were realized after the initial capital investment for computer hardware and software were made. / Graduation date: 1998

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This study is a qualitative narrative analysis on the importance and relevance of the ethnic and gender identities of 17 Latino/a (Hispanic) college students in the biological sciences. This research study asks the question of how one's higher education experience within the science pipeline shapes an individual's direction of study, attitudes toward science, and cultural/ethnic and gender identity development. By understanding the ideologies of these students, we are able to better comprehend the world-makings that these students bring with them to the learning process in the sciences. Informed by life history narrative analysis, this study examines Latino/as and their persisting involvement within the science pipeline in higher education and is based on qualitative observations and interviews of student perspectives on the importance of the college science experience on their ethnic identity and gender identity. The findings in this study show the multiple interrelationships from both Latino male and Latina female narratives, separate and intersecting, to reveal the complexities of the Latino/a group experience in college science. By understanding from a student perspective how the science pipeline affects one's cultural, ethnic, or gender identity, we can create a thought-provoking discussion on why and how underrepresented student populations persist in the science pipeline in higher education. The conditions created in the science pipeline and how they affect Latino/a undergraduate pathways may further be used to understand and improve the quality of the undergraduate learning experience. / text

The proposed biology curriculum for non-majors has one main objective, namely to improve scientific literacy among college students. The National Science Education Standards defines scientific literacy as "the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity". The suggested strategies to accomplish this goal are to limit the number of topics covered, introduce relevant scientific terminology, emphasize general biological concepts and themes, and hone critical thinking and problem-solving skills. Activities such as group projects, written and oral assignments, and class discussions are effective tools to assess student ability to communicate scientifically. It is also important for students to make connections between the course subject matter and how it affects real life events.

The major problem of this study involved a comparison of two methods of teaching English and biology to college freshmen. Subproblems investigated in this study involved the apparent influence of each method of teaching on achievement in each course, on the self-concept of the student, on the students' attitude toward college and toward the learning center, and the effect of the commuterresident status on achievement, self-concept, or attitude. The purpose of this study was to assess the efficacy of the experimental method of teaching to achieve desired growth in academic achievement of first-semester college freshmen enrolled in English or biology.

This creative project contains step by step procedures for the set up and operation of hardware as well as software for an automated four projector system designed for use in the Electronic Response Laboratory in the Department of Biology at Ball State University. The main divisions of this project were:1) Set up of four projectors including location, position and adjustments.2) Linkage of projectors to dissolve controls.3) Synchronization procedures for linkage of projector system with a tape recorder through the use of actuator cables and a sound synchronizer.4) Impulse recording and final operational procedures. 5) A brief description of software production.Ball State UniversityMuncie, IN 47306

Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course. / Thesis (M.Ed.)-University of Natal, 1999.

The problem of this study was a comparison of attitudes toward and achievement in biology between students enrolled in an introductory biology course taught using instructional television and as taught at Tarrant County Junior College South Campus in the spring semester of 1982.

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 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)