792,749 research outputs found

    Editorial: Biology education research

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    Understanding How Students Use Physical Ideas in Introductory Biology Courses

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    The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students' views on the role of physics in introductory biology courses. This paper presents data from an introductory course that addresses the fundamental principles of organismal biology and that incorporates several topics directly related to physics, including thermodynamics, diffusion, and fluid flow. We examine how the instructors use mathematics and physics in this introductory biology course and look at two students' responses to this use. Our preliminary observations are intended to start a discussion about the epistemological issues resulting from the integration of the science disciplines and to motivate the need for further research.Comment: Physics Education Research Conference 2010, Portland OR, 4 page

    Interactive learning in biology with PhotoCD and associated software

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    This paper describes the pioneering development of flexible‐learning courseware in the teaching and learning of cell biology using a novel optical disk‐based technology — PhotoCD — and its associated computer software. The use of this format in an educational context for the manipulation of, and interaction with, photographic images in electronic form is presented for the first time. Examples of courseware which use PhotoCD, image‐enhancement and image‐management software in biology education are given, and an evaluation by undergraduates in biology education (student teachers) of these teaching and learning strategies is presente

    Teacher education and the new biology

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    Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their students discuss bioethics and the societal implications of biology, even when these are controversial and contested. Moreover, practical work can no longer be confined to ‘pure’, ‘safe’ and ‘confined’ activities. These are increasingly rejected by students, validly, as boring or irrelevant. Instead, we need to help student undertake a range of activities that help them to develop criticality and the potential for action. While some may see this as an attack on science, I would argue that this attitude is akin to those who once held that religious education (in countries that permit it) should confine itself to ‘the faith’

    What sorts of worlds do we live in nowadays? Teaching biology in a post-modern age.

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    Most historians of science, sociologists of science, philosophers of science and science educators now accept that there is no such thing as 'the scientific method'. We explore the implications of this view of the nature of science for biology education in particular. Accepting that there is no single way of investigating and describing the world scientifically presents both challenges and opportunities, especially when teaching biology. We illustrate these opportunities by suggesting fresh approaches to the teaching of drawing in biology, the teaching of classification and the teaching of human biology

    The Living World in the curriculum: ecology, an essential part of biology learning

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    Argues that biology should be learnt in the living world not in the classroom. Field ecological education is essential. Ecology is ideal candidate for implementing proposed transformations in science curricula. Ecology education is the missing link in educational reform . Crucial in developing biological literacy for citizen

    MACBenAbim: A Multi-platform Mobile Application for searching keyterms in Computational Biology and Bioinformatics

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    Computational biology and bioinformatics are gradually gaining grounds in Africa and other developing nations of the world. However, in these countries, some of the challenges of computational biology and bioinformatics education are inadequate infrastructures, and lack of readily-available complementary and motivational tools to support learning as well as research. This has lowered the morale of many promising undergraduates, postgraduates and researchers from aspiring to undertake future study in these fields. In this paper, we developed and described MACBenAbim (Multi-platform Mobile Application for Computational Biology and Bioinformatics), a flexible user-friendly tool to search for, define and describe the meanings of keyterms in computational biology and bioinformatics, thus expanding the frontiers of knowledge of the users. This tool also has the capability of achieving visualization of results on a mobile multi-platform context

    The RCSB Protein Data Bank: views of structural biology for basic and applied research and education.

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    The RCSB Protein Data Bank (RCSB PDB, http://www.rcsb.org) provides access to 3D structures of biological macromolecules and is one of the leading resources in biology and biomedicine worldwide. Our efforts over the past 2 years focused on enabling a deeper understanding of structural biology and providing new structural views of biology that support both basic and applied research and education. Herein, we describe recently introduced data annotations including integration with external biological resources, such as gene and drug databases, new visualization tools and improved support for the mobile web. We also describe access to data files, web services and open access software components to enable software developers to more effectively mine the PDB archive and related annotations. Our efforts are aimed at expanding the role of 3D structure in understanding biology and medicine
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