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.

The problem of this study was to compare the achievement and attitude of students in an individualized biology program, modeled after parts of the Proposed Texas Science Framework, with the achievement and attitude of students in conventional biology classes. The subjects used for the study were tenth grade, first year biology students in three high schools in a large North Central Texas city. Each of the three high schools was selected to represent a particular category of high schools. The categories were based upon the mean achievement scores for the students within a school. The categories of schools were above average, medium low, and very low. In each of the schools the classes and teachers in the experimental group and the control group were matched as closely as possible.

Elever i biologi 1 ska ges möjlighet att delta på fältstudier. Exkursioner, som är en typ av fältstudier, är viktiga för elevers lärande och intresse. Bland annat leder exkursioner till ökad förståelse för världen vi lever i, lärande på högre kognitiva nivåer, ökat abstrakt tänkande och är dessutom motivationshöjande. För att få reda på hur och i vilken utsträckning verksamma lärare använder sig av exkursioner skickades en enkätundersökning ut till gymnasielärare i biologi. Enkäten riktades mot lärare som genomför och inte genomför exkursioner. Lärarna fick även delta i ett arttest i syfte att undersöka om en korrelation mellan artkunskap och antal exkursioner som genomförs fanns. Fritextsvar analyserades genom kodning i olika svarskategorier. För att undersöka om det fanns ett samband mellan artkunskaper och antalet exkursioner gjordes en signifikansbedömning. Resultatet av undersökningen visar att majoriteten av svarande biologilärare genomför exkursioner i stor utsträckning. Antalet exkursioner en biologilärare gör i biologi 1 varierar mellan en och fler än fem exkursioner under ett läsår. Lärare upplever att eleverna lär sig mer ute i naturen på exkursion än om samma ämnesområde skulle läras ut i klassrummet. Generellt verkar exkursioner öka elevernas intresse och motivation. Något samband mellan antalet exkursioner och lärares artkunskap kunde inte identifieras. Ett svagt samband mellan lärares artkunskap och åsikten att lärares artkunskap är viktig när exkursioner genomförs kunde dock ses. / Students in biology 1 in Sweden should be given the opportunity to participate in field studies. Excursions, a type of field study, are important for students’ learning and interest. For example, excursions lead to increased understanding for the world we live in, learning on higher cognitive levels, improved abstract thinking and is also a known factor for increased motivation among students. A questionnaire was sent out to high school biology teachers to understand how and in what ways excursions are used. The questionnaire was handed to teachers who carries out excursions as well as teachers who do not. The teachers also participated in a species test in the purpose of possibly identifying a correlation between species knowledge and number of excursions. Text answers were then analyzed by categorization. A test was performed to determine if the correlation was statistically significant. The study shows that a majority of asked teacher do carry out excursions to a high extent. The number of excursions usually performed varies between one and more than five a year. The participating teachers agree that excursions seem to lead to better learning than regular classroom lessons on the same topic. In general, excursions appear to improve interest and motivation among students. No correlation between species knowledge and the number of made excursions was discovered. However, a weak correlation between species knowledge and the opinion that a teachers species knowledge is important for excursions was found.

<p>У докторској дисертацији је најпре анализирано теоријско утемељење корелације (интердисциплинарности) и њена заступљеност у настави природних наука, а затим заступљеност и реализација еколошких садржаја у средњим школама у Србији.<br />На основу те анализе дошло се до сазнања да је&nbsp; због&nbsp; познавања еколошких појмова у животу савременог човека и њиховог бољег разумевања и усвајања од стране ученика неопходно применити ефикасније моделе њихове реализације у средњим школама. Сходно томе&nbsp; је обављено педагошко истраживање у коме је наставна тема&nbsp; Екологија, заштита и унапређивање животне средине&nbsp; у другом<br />разреду гимназије друштвено-језичког смера, реализована током 13 часова применом различитих модела наставе у експерименталној (Е) и контролној (К) групи. Ова наставна тема је у Е групи обрађена интердисциплинарним приступом (корелацијом појмова из биологије, географије, хемије, физике и<br />математике), а у К групи традиционалном наставом. Узорак истраживања чинило је 150 ученика из две гимназије у Београду. Истраживање је реализовано школске 2011/2012. и&nbsp; 2012/2013.&nbsp; године, након чега су анализирани његови резултати.<br />Експериментална и контролна група ученика уједначене су на почетку истраживања на основу општег успеха ученика на полугодишту, оцена из биологије, географије, хемије, физике и математике и на основу резултата иницијалног теста знања из биологије. Након обраде наставне теме&nbsp; Екологија, заштита и унапређивање животне средине&nbsp; на различите начине у Е и К групи извршено је финално тестирање, а затим и ретестирање ученика обе групе. За утврђивање значајности разлика у постигнућу ученика Е и К групе на<br />сва три теста примењен је t тест. За сва три теста израчунати су статистички параметри: број ученика (N), аритметичка средина (М), стандардна девијација (SD), стандардна грешка (SЕ) и граница значајности (p). За испитивање ефекта интеракције фактора тестирање и фактора група, коришћена је комбинована анализа варијансе (Mixed-design ANOVA). За поновљена мерења у циљу испитивања значајности разлика у постигнућу ученика током различитих тестирања, у оквиру сваке групе ученика (Е и К) спроведена је<br />анализа&nbsp; варијансе за поновљена мерења (ANOVA). Поменута мерења односила су се на целину теста и&nbsp; когнитивне домене.<br />Ученици Е групе су остварили знатно бољи успех на финалном тесту (просечно 70,60 поена) и на ретесту (просечно 57,60 поена) од ученика К групе (просечно 51,80 поена на финалном тесту и 40,60 поена на ретесту) од максимално остварљивих 100 поена. Резултати финалног теста и ретеста су показали да&nbsp; је<br />применом модела интердисциплинарног учења садржаја из екологије у гимназији остварен већи ефекат на квантитет и квалитет знања ученика Е групе у односу на традиционални приступ њиховог учења у К групи.<br />Они су такође показали да су знања ученика стечена повезивањем појмова из биологије, географије, хемије, физике и математике олакшала не само разумевање нових&nbsp; појмова из екологије, већ омогућила њихову интеграцију и формирање функционалних знања.<br />Остварени резултати ученика Е групе на финалном тесту и ретесту у односу на ученике К групе&nbsp;&nbsp;&nbsp; указују на потребу&nbsp; веће заступљености интердисциплинарног модела у настави&nbsp; екологије, биологије и других природних наука у односу на традиционалну наставу. У прилог томе су и изражени поз итивни ставови ученика у Е групи према интердисциплинарном моделу учења биологије (екологије).</p> / <p>U doktorskoj disertaciji je najpre analizirano teorijsko utemeljenje korelacije (interdisciplinarnosti) i njena zastupljenost u nastavi prirodnih nauka, a zatim zastupljenost i realizacija ekoloških sadržaja u srednjim školama u Srbiji.<br />Na osnovu te analize došlo se do saznanja da je&nbsp; zbog&nbsp; poznavanja ekoloških pojmova u životu savremenog čoveka i njihovog boljeg razumevanja i usvajanja od strane učenika neophodno primeniti efikasnije modele njihove realizacije u srednjim školama. Shodno tome&nbsp; je obavljeno pedagoško istraživanje u kome je nastavna tema&nbsp; Ekologija, zaštita i unapređivanje životne sredine&nbsp; u drugom<br />razredu gimnazije društveno-jezičkog smera, realizovana tokom 13 časova primenom različitih modela nastave u eksperimentalnoj (E) i kontrolnoj (K) grupi. Ova nastavna tema je u E grupi obrađena interdisciplinarnim pristupom (korelacijom pojmova iz biologije, geografije, hemije, fizike i<br />matematike), a u K grupi tradicionalnom nastavom. Uzorak istraživanja činilo je 150 učenika iz dve gimnazije u Beogradu. Istraživanje je realizovano školske 2011/2012. i&nbsp; 2012/2013.&nbsp; godine, nakon čega su analizirani njegovi rezultati.<br />Eksperimentalna i kontrolna grupa učenika ujednačene su na početku istraživanja na osnovu opšteg uspeha učenika na polugodištu, ocena iz biologije, geografije, hemije, fizike i matematike i na osnovu rezultata inicijalnog testa znanja iz biologije. Nakon obrade nastavne teme&nbsp; Ekologija, zaštita i unapređivanje životne sredine&nbsp; na različite načine u E i K grupi izvršeno je finalno testiranje, a zatim i retestiranje učenika obe grupe. Za utvrđivanje značajnosti razlika u postignuću učenika E i K grupe na<br />sva tri testa primenjen je t test. Za sva tri testa izračunati su statistički parametri: broj učenika (N), aritmetička sredina (M), standardna devijacija (SD), standardna greška (SE) i granica značajnosti (p). Za ispitivanje efekta interakcije faktora testiranje i faktora grupa, korišćena je kombinovana analiza varijanse (Mixed-design ANOVA). Za ponovljena merenja u cilju ispitivanja značajnosti razlika u postignuću učenika tokom različitih testiranja, u okviru svake grupe učenika (E i K) sprovedena je<br />analiza&nbsp; varijanse za ponovljena merenja (ANOVA). Pomenuta merenja odnosila su se na celinu testa i&nbsp; kognitivne domene.<br />Učenici E grupe su ostvarili znatno bolji uspeh na finalnom testu (prosečno 70,60 poena) i na retestu (prosečno 57,60 poena) od učenika K grupe (prosečno 51,80 poena na finalnom testu i 40,60 poena na retestu) od maksimalno ostvarljivih 100 poena. Rezultati finalnog testa i retesta su pokazali da&nbsp; je<br />primenom modela interdisciplinarnog učenja sadržaja iz ekologije u gimnaziji ostvaren veći efekat na kvantitet i kvalitet znanja učenika E grupe u odnosu na tradicionalni pristup njihovog učenja u K grupi.<br />Oni su takođe pokazali da su znanja učenika stečena povezivanjem pojmova iz biologije, geografije, hemije, fizike i matematike olakšala ne samo razumevanje novih&nbsp; pojmova iz ekologije, već omogućila njihovu integraciju i formiranje funkcionalnih znanja.<br />Ostvareni rezultati učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe&nbsp;&nbsp;&nbsp; ukazuju na potrebu&nbsp; veće zastupljenosti interdisciplinarnog modela u nastavi&nbsp; ekologije, biologije i drugih prirodnih nauka u odnosu na tradicionalnu nastavu. U prilog tome su i izraženi poz itivni stavovi učenika u E grupi prema interdisciplinarnom modelu učenja biologije (ekologije).</p> / <p>The doctoral dissertation first analyses the theoretical foundation of correlation (interdisciplinarity) and its use in teaching natural sciences, then the use and implementation of environmental content in high schools in Serbia.</p><p>Based on this analysis, it was discovered that due to the importance of environmental concepts in the life of modern man, it is necessary to implement more efficient learning models in high schools in order to facilitate better understanding and&nbsp; acquisition by students. Therefore, pedagogical research was conducted during which the unit&nbsp;&nbsp; Ecology and Environmental Protection and Enhancement&nbsp; was taught to the second-grade students of social sciences-languages stream in 13 lessons by applying different teaching models in the Experimental (E) and Control (C)&nbsp;groups. This unit was done in the E group through an interdisciplinary approach (correlating concepts from biology, geography, chemistry, physics and mathematics), and in the C group using a traditional approach. The study sample consisted of 150 students from two high schools in Belgrade. The survey was conducted in academic&nbsp; years 2011/2012 and 2012/2013, after which the results were analysed.</p><p>At the beginning of the research the experimental and control groups were equal in terms of students general success at the end of the term, grades in biology, geography, chemistry, physics and mathematics and the results of the initial biology test. After the unit Ecology and Environmental Protection and Enh ancement was done in different ways in the E and C groups, students in both groups were given a final test and then retested. The t -test was used to determine the importance of differences in results in the E and C groups in all three tests. Statistical parameters were calculated for all three tests: number of students (N), arithmetic mean (M), standard deviation (SD), standard error (SE) and the limits of significance (p). To analyse the effect of the interaction between a testing factor and group factor,&nbsp; a combined variance analysis was used (Mixed-Design ANOVA). Repeated measures analysis of variance (ANOVA) was conducted within each group of students (E and C) to analyse the importance of differences in results of the various tests. The above measures were related to the whole test and cognitive domains.</p><p>Students from the E group achieved better results in the final test (70.60 points average) and retest (57.60 points average) than students from the C group (51.80 points average in the final test and 40.60 points in the retest) of maximum 100 points. Results of the final test and retest showed that the model of interdisciplinary learning of environmental content in high schools had a greater impact on the quantity and quality of knowledge in the E group compared to the traditional approach used in the C group. They also showed that the students&#39; knowledge acquired by linking concepts&nbsp; from biology, geography, chemistry, physics and mathematics facilitated not only the understanding of new environmental concepts, but also their integration and formation of functional knowledge.</p><p>The results achieved by the E group students in the final test and retest compared to the C group suggest that the interdisciplinary model should be used more in teaching ecology, biolo gy and other natural sciences than the traditional approach. This is supported by positive attitudes of E group students towards the interdisciplinary model&nbsp; of learning biology (ecology).</p>