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Showing 1 to 15 of 183 results Save | Export
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Qi Zheng – Journal of Microbiology & Biology Education, 2024
The importance of teaching the Luria-Delbrück experiment to biology students is increasingly recognized by educators, and improved pedagogical methods for teaching the classic experiment have been proposed and tested in the classroom. However, there are still obstacles that impede the proper teaching of the classic experiment. This note proposes…
Descriptors: Science Instruction, Biology, Science Experiments, Educational Improvement
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Inêz, Tiago Guimarães; de Lacerda Brito, Breno Pascal; El-Hani, Charbel N. – Science & Education, 2023
It has been shown that many people do not understand how scientific knowledge is built and accepted, even after scientific education. One way to deal with this problem is through teaching about the Nature of Science (NOS). NOS can be understood as a pedagogical construct aiming to foster the understanding of the main characteristics of scientific…
Descriptors: Scientific Principles, Science Instruction, Biology, Teaching Methods
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Sultan Acarli, Dilek – American Biology Teacher, 2023
In this article, a guide is presented to help biology teachers so that they can process the subject of the eye and eye defects with an interdisciplinary approach. The guide, which was created by considering the stages of a lesson plan, includes content information, suggestions, and various directions that can help the teacher at every stage. The…
Descriptors: Biology, Science Instruction, Human Body, Interdisciplinary Approach
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Tiantian Cheng; Lingzhen Cao; Meng Zou – American Biology Teacher, 2024
The central dogma of molecular biology describes the transfer of genetic information from nucleic acids to proteins and stipulates that the system cannot work in the reverse direction. As a fundamental principle in biology, the dogma is as influential as it is controversial. Some commentators have debated the central dogma's empirical accuracy…
Descriptors: Biology, Genetics, Science Instruction, Physiology
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Almorza, D.; Prada, A.; Kandús, M. V.; Salerno, J. C. – Journal of Biological Education, 2023
Graduates in biology or genetics learn Mendel's laws and Hardy-Weinberg equilibrium as students, and they know, use, and sometimes teach these concepts. However, it is unusual to learn about stochastic processes during the graduate studies of these topics, although the applications of Markov chains in the fields of genetics or biology are…
Descriptors: Graduate Students, College Science, Biology, Genetics
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Dai, Peng; Williams, Cody Tyler; Witucki, Allison Michelle; Rudge, David Wÿss – Science & Education, 2021
Issues associated with nature of science (NOS) have long been recognized as an essential component of scientific literacy. While consensus exists regarding the importance of an explicit reflective approach, precisely how to teach NOS remains elusive. The present study explores one particularly promising approach, namely the use of historical…
Descriptors: Genetics, Scientific Principles, Science History, Science Instruction
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Douglas Allchin – American Biology Teacher, 2024
"American Biology Teacher" has published over seven dozen articles relevant to the history of biology in biology teaching. They are cataloged here and indexed by topic. As reflected in this archive, teachers adopt a historical approach for many pragmatic motivations: (1) to engage students, by contextualizing science culturally; (2) to…
Descriptors: Biology, Science History, Science Instruction, Science Teachers
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Reinisch, Bianca; Fricke, Kristina – Science Education, 2022
Previous research about the presence of nature of science (NOS) within science textbooks has been found to be lacking in sufficient coverage. However, given the shift in how scholars conceive of NOS, the shortcomings may not be present in the textbooks but rather in the NOS frameworks used to analyze textbooks. Whereas traditional NOS has taken a…
Descriptors: Scientific Principles, Science Instruction, Teaching Methods, Biology
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Alex T. St. Louis; Hayat Hokayem – Journal of College Science Teaching, 2023
This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and students in an inquiry-based class to the view of the scientists who taught the course. We administered the Views of Nature of Science Form C (VNOS-C) to identify students' views after partaking in…
Descriptors: Scientific Principles, Student Attitudes, Lecture Method, Science Laboratories
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Moser, Bradley – Physics Teacher, 2021
A classic, life science-themed fluid dynamics scenario is blood flow through a constriction. Physics teachers traditionally ask students if the pressure experienced by the blood in the constriction is greater, lesser, or the same as before the constriction. The conventional approach to resolving this question calls upon the equation of continuity,…
Descriptors: Physics, Science Instruction, Scientific Principles, Teaching Methods
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Hilliker, Angela K.; Grayson, Kristine L. – Biochemistry and Molecular Biology Education, 2022
As biologists accumulate or encounter increasingly large and complex data sets, our field creates the need for students to develop skills in data exploration and visualization. Many biology courses lack the time for students to develop the skills needed to parse complex datasets and visualize them appropriately. We developed a new upper-level…
Descriptors: Science Instruction, Biology, Undergraduate Students, Data Collection
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Joshua W. Reid; Michael L. Rutledge – Bioscene: Journal of College Biology Teaching, 2022
We developed and field-tested an active learning exercise designed to provide biology students with the opportunity to consider key aspects of the nature of science as a method of inquiry, particularly the roles of observation and inference in the development of scientific explanations and how scientists deal with uncertainty. In the activity…
Descriptors: Active Learning, Biology, Science Instruction, Scientific Principles
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Ann Cleveland; Asli Sezen-Barrie; Franziska Peterson; Sara Lindsay – Journal of College Science Teaching, 2025
Quantitative reasoning (QR) competencies are increasingly called for in the data rich and complex environment of STEM disciplines, including biology. Curricular reform efforts in QR have been directed at disseminating course design and pedagogy but less work has been directed at understanding what faculty at large view as crucial for student…
Descriptors: Biology, Introductory Courses, Science Instruction, Statistics Education
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Archila, Pablo Antonio; Molina, Jorge; de Mejía, Anne-Marie Truscott – Research in Science Education, 2020
Contrary to the situation at primary, middle, and secondary school levels, university science courses provide students with very few opportunities to reflect upon the nature of science (NOS). The first goal of this study was to provide evidence that the co-construction of evolutionary trees, an important component of university biology education,…
Descriptors: Undergraduate Students, College Science, Science Instruction, Scientific Principles
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Li, Chen; Yu, Jian; Li, Gaofeng – International Journal of Science and Mathematics Education, 2023
Integrating the nature of science (NOS) into textbooks is one of the challenges in science curricula. This case study assessed the issue based on a sample of high school biology textbooks in Mainland China. We quantitatively compared changes in the extent, quality, and distribution of NOS representations between 2004 and 2019 editions. Three main…
Descriptors: Biology, Science Instruction, Case Studies, Scientific Principles
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