<p>This study investigates the treatment of race biology and related subjects in Swedish schoolbooks from 1873 to 1994, with special emphasis on the “gymnasium”-level. The concept of race biology has several connotations: it is at one hand related to physical anthropology and at the other to eugenics. Like in Germany the latter was in Sweden first called “racial hygiene”. After an introduction giving the historical background the books are reviewed for their content on this matter. The conclusions drawn are as follows:<br /><br />1. During the late 19th century and early 20th century, mental, cultural and physical appearances of peoples from various parts of the world are discussed with little emphasis on the distinction between race (as a biological concept) and culture.<br /><br />2. Finns and Lapps are in early books considered as belonging to the Mongolian race. This may be understood in terms of the confusion between classification of race and language but also of at the time prevailing theories of Sweden’s racial history.<br /><br />3. Around 1930 a distinction between race, as a biological concept, and people, as a linguistic and cultural concept is pronounced. Personality characteristics are attributed to biological races.<br /><br />4. The dark-skinned African and Australian populations are treated with special disrespect, whereas the lighter-skinned Polynesians are discussed with high esteem.<br /><br />5. The teachings of the Nazi racialist H. F. K. Günther have a decisive impact on the treatment of in particular European ”races” and their mental characters on at least one author. Even the word “master-race” is used for the Nordic race. The most controversial parts of this teaching are removed in 1945.<br /><br />6. From the 1950’s onward the interest in races is diminished in books in geography, and in the biology books racism is generally condemned.<br /><br />7. Eugenics (racial hygiene) is advocated in biology books into the 1970’s, in a manner close enough to be called political propaganda. The low efficiency of sterilisation against Mendelian recessives is generally presented. The Swedish sterilisation policies at the time are presented in detail in the biology books.<br /><br />8. Traditional race classification is present still in the 1980’s, even with regard to the European “racial types”. Much attention is given to the “extreme” racial crossing between Europeans and Hottentots.<br /><br />9. In a biology book from 1967, control of the third world population explosion (in itself a theme from the 1950’s onward) is explicitly discussed in the context of eugenics.<br /><br />10. When modern in utero diagnostic methods are discussed in the 1990’s, eugenics is not concerned.</p>

This study investigates the treatment of race biology and related subjects in Swedish schoolbooks from 1873 to 1994, with special emphasis on the “gymnasium”-level. The concept of race biology has several connotations: it is at one hand related to physical anthropology and at the other to eugenics. Like in Germany the latter was in Sweden first called “racial hygiene”. After an introduction giving the historical background the books are reviewed for their content on this matter. The conclusions drawn are as follows:<br /><br />1. During the late 19th century and early 20th century, mental, cultural and physical appearances of peoples from various parts of the world are discussed with little emphasis on the distinction between race (as a biological concept) and culture.<br /><br />2. Finns and Lapps are in early books considered as belonging to the Mongolian race. This may be understood in terms of the confusion between classification of race and language but also of at the time prevailing theories of Sweden’s racial history.<br /><br />3. Around 1930 a distinction between race, as a biological concept, and people, as a linguistic and cultural concept is pronounced. Personality characteristics are attributed to biological races.<br /><br />4. The dark-skinned African and Australian populations are treated with special disrespect, whereas the lighter-skinned Polynesians are discussed with high esteem.<br /><br />5. The teachings of the Nazi racialist H. F. K. Günther have a decisive impact on the treatment of in particular European ”races” and their mental characters on at least one author. Even the word “master-race” is used for the Nordic race. The most controversial parts of this teaching are removed in 1945.<br /><br />6. From the 1950’s onward the interest in races is diminished in books in geography, and in the biology books racism is generally condemned.<br /><br />7. Eugenics (racial hygiene) is advocated in biology books into the 1970’s, in a manner close enough to be called political propaganda. The low efficiency of sterilisation against Mendelian recessives is generally presented. The Swedish sterilisation policies at the time are presented in detail in the biology books.<br /><br />8. Traditional race classification is present still in the 1980’s, even with regard to the European “racial types”. Much attention is given to the “extreme” racial crossing between Europeans and Hottentots.<br /><br />9. In a biology book from 1967, control of the third world population explosion (in itself a theme from the 1950’s onward) is explicitly discussed in the context of eugenics.<br /><br />10. When modern in utero diagnostic methods are discussed in the 1990’s, eugenics is not concerned.

The introduction of the Ministry of Education, curriculum guideline in Science, 1987, precipitated changes in Hamilton’s Glendale Secondary School Biology program. The primary aims of this project is to translate the Ministry document into a viable course that would both inform the students of the basic language of biology, and make the learning process enjoyable. This project outlines the development, implementation and evaluation of the grade 11 advanced level biology course (SBi3A) at Glendale. In the development of this course, the curricular component attempted to enhance learning by moving from general to specific concepts. To aid in this process the major concepts were organized into conceptual hierarchies that progressively differentiated the major principles and created a network of ideas. The instructional component which actually moves the information to the students uses a diversity of course designs. The variety in course designs allows us to use the best features of each format to accommodate both different rates of learning and various learning styles much more effectively. / Thesis / Master of Science (Teaching) / This thesis is missing pages 124, 127, 128 and 159. No other copy of this thesis has these pages.

There were two purposes of this study. The first was that of determining, through an analysis of Texas and Thai biology textbooks, which objectives -- cognitive, affective, manual skill, processes of scientific inquiry, and orientation—were emphasized in three major and twenty-seven minor fields of biology. The second purpose was to determine if significant differences exist in the frequency distribution of these objectives. Only one biology program is used in schools throughout Thailand. This program, which was published by the Ministry of Education, consists of four textbooks with 1977 copyright date. The five Texas textbooks used in this study were those adopted under the provisions of the Textbook Law. The contents of each of the six texts included in the study were classified by using the criteria of Klopfer's Table of Specifications for Science Education.

Teacher-student communication in the classroom is crucial for effective student learning and a teacher can play different roles by asking related questions. Teachers use of the right questions at the right moment stimulates and invites the students to have a closer look, reinvestigate or revisit the problem. The teachers play various roles while asking the questions to continue the classroom discourse. Therefore, the purpose of this study was to investigate various roles of a high school teacher in a science classroom discourse. The study also pursued how these roles are related to the types of questions asked by the teacher during classroom communication. A framework, constructed by Chen and his colleagues, has been used to categorize types of teachers’ roles to find the relationship between the roles of the teachers and the types of questions asked in a science class.  A case study has been presented in this report with observations from two high school level biology lessons.  Both audio and video recording were deployed to capture the lessons as well as a notebook was maintained. These recordings have been transcribed for a qualitative data analysis. In this study, five types of questions have been observed in two biology lessons: concept, confirmation, remembering, challenging and encouraging. Furthermore, based on Chen and his colleagues Framework, only three roles of the teacher was found: dispenser, coach, and participant. The findings revealed that the concept, confirmation and remembering types of questions are related to the teacher role as dispenser, the challenging types of questions are related to the role as coach and encouraging type of questions are related to the teacher’s participant role. The teacher acted mostly as a dispenser in the classroom discourses. There were some rooms where the teacher might exercise more as a coach and participant to improve the classroom interaction. No connection between the content of the questions and the role of the teachers was found from the observations. Therefore, this study suggests that further research should be continued with a broader scope to analyze the teachers’ questioning roles, its relationship with the content of the questions and its impact to promote student learning.

(Abstract) My thesis explores the use of the Studeny dul site for learning purposes, namely biology and fundaments of civic and natural science, on the primary school level. My study aims at examining a field trip on the primary school level, and at attracting students' attention to the marginalized group of bryophytes. To meet these objectives, I have designed four field trips that focus on observation of transformations within natural world depending on the changes specific to the four seasons. While engaging with the natural environment, students perform practical tasks and exercises that aim at deepening of their knowledge acquired previously in the classroom. Students of a primary school in Plzen participated in field trips within a span of one school year. My primary objectives consisted of strengthening students' positive relationship with nature, and of understanding of the relationship between the human and nature.

Main aim of this master thesis is to map the situation of parasitism teaching in elementary and grammar schools. Thats why it contains analysis of reachable elementary and grammar school textbooks - it informs about various kinds of rating the textbooks, which can help both - current and future teachers of biology - to better know and identify reachable textbooks and choose the right ones for the parasitism teaching. It also contains test results of students parasitism knowledge, which are generally very good. Anyway they should learn much more about parazite's manipulation of their host behavior. Other part of my master thesis shows the results of grammar school teachers-filled questionnaires. All questionnaire results (teachers' and students') show that there can be an improvement in parasitism teaching. In next section you can find the Framework Education Programme analysis, own educational programme draft - workbooks, didactic games and powerpoint presentations. Thanks to the realization of teaching the parazites manipulation of their host behavior I found out that students' interest in the topic is quite big so it would be a shame not to share this newly explored area of parasitism with them. Key words: parasite, host, manipulation hypothesis, questionnaires, parasitism teaching

<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">The aim of the study was to investigate the nature of biology practical work and associated discourses in two Namibian secondary schools. The purposive sample consisted of three biology teachers and 36 grade 11 students who enrolled for NSSC Higher- and Ordinary-level biology in 2004 and 2005. The study adopted a descriptive and an in-depth qualitative design involving the use of interviews and observation schedules (Video Observation Quoting Schedules-VOQS). The quality of VOQS instruments were established through a panel of independent experts who critically assessed the quality of the items and later discussed to reach consensus. Their rating of the items helped in the establishment of interrater reliability.</p> </font></font></p>

<p><font face="Times New Roman" size="3"><font face="Times New Roman" size="3"> <p align="left">The aim of the study was to investigate the nature of biology practical work and associated discourses in two Namibian secondary schools. The purposive sample consisted of three biology teachers and 36 grade 11 students who enrolled for NSSC Higher- and Ordinary-level biology in 2004 and 2005. The study adopted a descriptive and an in-depth qualitative design involving the use of interviews and observation schedules (Video Observation Quoting Schedules-VOQS). The quality of VOQS instruments were established through a panel of independent experts who critically assessed the quality of the items and later discussed to reach consensus. Their rating of the items helped in the establishment of interrater reliability.</p> </font></font></p>

Philosophiae Doctor - PhD / The aim of the study was to investigate the nature of biology practical work and associated discourses in two Namibian secondary schools. The purposive sample consisted of three biology teachers and 36 grade 11 students who enrolled for NSSC Higher- and Ordinary-level biology in 2004 and 2005. The study adopted a descriptive and an in-depth qualitative design involving the use of interviews and observation schedules (Video Observation Quoting Schedules-VOQS). The quality of VOQS instruments were established through a panel of independent experts who critically assessed the quality of the items and later discussed to reach consensus. Their rating of the items helped in the establishment of interrater reliability.