Pub Date : 2023-11-06DOI: 10.1080/00219266.2023.2255197
Javier Bobo-Pinilla, Javier Marcos-Walias, Jaime Delgado Iglesias, Roberto Reinoso Tapia
ABSTRACTPlant blindness refers to the tendency of people to overlook and undervalue plants in their environment, which can have negative consequences for both the environment and human well-being. As pre-service teachers play a key role in shaping the environmental attitudes and knowledge of future generations, it is important to assess their level of plant blindness and identify ways to overcome it. To assess the plant blindness effect among pre-service teachers several tests have been used, including an endangered animals and plants test, an identification test, a memory test, and a blink test. All of the tests indicate that the plant blindness effect is strong among pre-service teachers. This article proposes five different topics that can be integrated into teacher education programs to help future teachers overcome plant blindness, including plant identification skills, the ecological and cultural importance of plants, the use of plants in teaching science and environmental concepts, and the connection between plant knowledge and sustainable behaviours. By incorporating these topics into teacher education programs, they can help future teachers develop a greater appreciation and understanding of plants, which can in turn benefit the environment and human well-being.KEYWORDS: Plant blindnessteacher trainingsustainabilitybiodiversitybotany education AcknowledgmentsWe would like to extend our gratitude to the Teaching Innovation Projects “Design thinking como recurso didáctico para la enseñanza/aprendizaje de los objetivos de desarrollo sostenible (ID2021/162; University of Salamanca)”, “El huerto escolar como herramienta para poner en marcha una iniciativa de aprendizaje-servicio en centros escolares de la ciudad de Ávila (ID2021/190; University of Salamanca)”)” and “ConCienciaDos (University of Valladolid)” for their support in this study. Additionally, we would like to thank the following students who assisted with data gathering: Almudena Costas, Alejandro Álvarez, Roberto Diago y Nerea González. Their dedication and hard work were essential to the success of this project. Finally, we would like to thank all of the pre-service teachers who participated in this study for their time and willingness to contribute to our research.Disclosure statementNo potential conflict of interest was reported by the author(s).Declarations and ethics statementsAuthors declared that the study did not require formal ethics approval since the data was completely anonymous, with no personal information collected. Informed consents were obtained from the research participants. Vulnerable or dependent groups were not included in the study.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/00219266.2023.2255197Additional informationFundingWe declare that this article received no funding from any external sources.
摘要植物盲目性是指人们忽视和低估环境中植物的倾向，这种倾向会对环境和人类福祉产生负面影响。由于职前教师在塑造下一代的环境态度和知识方面发挥着关键作用，因此评估他们的植物盲目性水平并确定克服这种盲目性的方法非常重要。为了评估职前教师的植物盲效应，采用了几种测试，包括濒危动植物测试、识别测试、记忆测试和眨眼测试。结果表明，职前教师的植物盲效应较强。本文提出了五个不同的主题，包括植物识别技能，植物的生态和文化重要性，植物在科学和环境概念教学中的应用，以及植物知识与可持续行为之间的联系，这些主题可以纳入教师教育计划，以帮助未来的教师克服植物盲目性。通过将这些主题纳入教师教育计划，他们可以帮助未来的教师更好地欣赏和理解植物，这反过来又有利于环境和人类福祉。关键词:植物盲;教师培养;可持续性;生物多样性;萨拉曼卡大学)”，“大学教育与社会教育的合作与发展，以及大学教育与社会教育的合作与发展，以及大学教育与社会教育的合作与发展Ávila”(ID2021/190;感谢萨拉曼卡大学(University of Salamanca)和巴利亚多利德大学(University of Valladolid)对本研究的支持。此外，我们要感谢以下协助收集数据的学生:Almudena Costas, Alejandro Álvarez, Roberto Diago y Nerea González。他们的奉献精神和辛勤工作对这个项目的成功至关重要。最后，我们要感谢所有参与这项研究的职前教师，感谢他们为我们的研究付出的时间和意愿。披露声明作者未报告潜在的利益冲突。声明和伦理声明作者声明该研究不需要正式的伦理批准，因为数据是完全匿名的，没有收集任何个人信息。获得了研究参与者的知情同意。易受伤害或依赖的群体不包括在研究中。本文的补充资料可在https://doi.org/10.1080/00219266.2023.2255197Additional网站上获得。我们声明本文没有获得任何外部来源的资助。
{"title":"Overcoming plant blindness: are the future teachers ready?","authors":"Javier Bobo-Pinilla, Javier Marcos-Walias, Jaime Delgado Iglesias, Roberto Reinoso Tapia","doi":"10.1080/00219266.2023.2255197","DOIUrl":"https://doi.org/10.1080/00219266.2023.2255197","url":null,"abstract":"ABSTRACTPlant blindness refers to the tendency of people to overlook and undervalue plants in their environment, which can have negative consequences for both the environment and human well-being. As pre-service teachers play a key role in shaping the environmental attitudes and knowledge of future generations, it is important to assess their level of plant blindness and identify ways to overcome it. To assess the plant blindness effect among pre-service teachers several tests have been used, including an endangered animals and plants test, an identification test, a memory test, and a blink test. All of the tests indicate that the plant blindness effect is strong among pre-service teachers. This article proposes five different topics that can be integrated into teacher education programs to help future teachers overcome plant blindness, including plant identification skills, the ecological and cultural importance of plants, the use of plants in teaching science and environmental concepts, and the connection between plant knowledge and sustainable behaviours. By incorporating these topics into teacher education programs, they can help future teachers develop a greater appreciation and understanding of plants, which can in turn benefit the environment and human well-being.KEYWORDS: Plant blindnessteacher trainingsustainabilitybiodiversitybotany education AcknowledgmentsWe would like to extend our gratitude to the Teaching Innovation Projects “Design thinking como recurso didáctico para la enseñanza/aprendizaje de los objetivos de desarrollo sostenible (ID2021/162; University of Salamanca)”, “El huerto escolar como herramienta para poner en marcha una iniciativa de aprendizaje-servicio en centros escolares de la ciudad de Ávila (ID2021/190; University of Salamanca)”)” and “ConCienciaDos (University of Valladolid)” for their support in this study. Additionally, we would like to thank the following students who assisted with data gathering: Almudena Costas, Alejandro Álvarez, Roberto Diago y Nerea González. Their dedication and hard work were essential to the success of this project. Finally, we would like to thank all of the pre-service teachers who participated in this study for their time and willingness to contribute to our research.Disclosure statementNo potential conflict of interest was reported by the author(s).Declarations and ethics statementsAuthors declared that the study did not require formal ethics approval since the data was completely anonymous, with no personal information collected. Informed consents were obtained from the research participants. Vulnerable or dependent groups were not included in the study.Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/00219266.2023.2255197Additional informationFundingWe declare that this article received no funding from any external sources.","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1080/00219266.2023.2250346
Agung W. Subiantoro, David Treagust, Kok-Sing Tang
ABSTRACTThis research aimed to understand the features of the informal reasoning skills performed by students who debated the socio-scientific contentious issue of breastfeeding versus milk formula during an Indonesian biology lesson. A class of 30 students in grade 11 discussed this issue by participating in a role play represented by four organisations in Indonesia viewed to have important roles or authority in society in dealing with the issue being discussed. Data were collected from informal reasoning worksheets and by capturing students’ arguments, with the justifications and criteria that underpinned their arguments reflecting their reasoning. The students were able to generate justifications based on a distinct perspective towards the issue with either emotive or rationalistic thought. This finding showed that prior learning experience as well as knowledge plays an important role as a modality for students to perform their reasoning skills in responding to socially context-based problems in their biology learning. Furthermore, the SSI-based learning implemented in this study functioned well to engage students in fostering their reasoning as well as decision-making skills through a social-like learning environment through which students shared, as well as confronted, ideas with well-informed opinions and argumentation.KEYWORDS: Case studystudent reasoningrole playsocio-scientific issuesbreastfeeding AcknowledgmentsAuthors gratefully thank the teacher and students who participated in and their contributions to this research study, and DIKTI Indonesia as well as Universitas Negeri Yogyakarta for their support.Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Student reasoning during socio-scientific issues-based learning with a role play: a case study of breastfeeding versus milk formula","authors":"Agung W. Subiantoro, David Treagust, Kok-Sing Tang","doi":"10.1080/00219266.2023.2250346","DOIUrl":"https://doi.org/10.1080/00219266.2023.2250346","url":null,"abstract":"ABSTRACTThis research aimed to understand the features of the informal reasoning skills performed by students who debated the socio-scientific contentious issue of breastfeeding versus milk formula during an Indonesian biology lesson. A class of 30 students in grade 11 discussed this issue by participating in a role play represented by four organisations in Indonesia viewed to have important roles or authority in society in dealing with the issue being discussed. Data were collected from informal reasoning worksheets and by capturing students’ arguments, with the justifications and criteria that underpinned their arguments reflecting their reasoning. The students were able to generate justifications based on a distinct perspective towards the issue with either emotive or rationalistic thought. This finding showed that prior learning experience as well as knowledge plays an important role as a modality for students to perform their reasoning skills in responding to socially context-based problems in their biology learning. Furthermore, the SSI-based learning implemented in this study functioned well to engage students in fostering their reasoning as well as decision-making skills through a social-like learning environment through which students shared, as well as confronted, ideas with well-informed opinions and argumentation.KEYWORDS: Case studystudent reasoningrole playsocio-scientific issuesbreastfeeding AcknowledgmentsAuthors gratefully thank the teacher and students who participated in and their contributions to this research study, and DIKTI Indonesia as well as Universitas Negeri Yogyakarta for their support.Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135589481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/00219266.2023.2252843
Anna Solé-Llussà, Andrea Saba-Mayoral, Sofía Sánchez, Teresa Capell, Manuel Ibáñez
{"title":"SARS-CoV-2 spike protein produced by transgenic rice: research laboratory experience with secondary science students","authors":"Anna Solé-Llussà, Andrea Saba-Mayoral, Sofía Sánchez, Teresa Capell, Manuel Ibáñez","doi":"10.1080/00219266.2023.2252843","DOIUrl":"https://doi.org/10.1080/00219266.2023.2252843","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/00219266.2023.2255198
Sergio A. González, Julio A. Vásquez
{"title":"Higher education and professional performance: gaps and opportunities for developing professional skills in marine biologist graduates","authors":"Sergio A. González, Julio A. Vásquez","doi":"10.1080/00219266.2023.2255198","DOIUrl":"https://doi.org/10.1080/00219266.2023.2255198","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/00219266.2023.2271508
Juan M. Sanchez
ABSTRACTBias assessment (systematic errors) is fundamental in industry and service laboratories, where reliable results must be obtained to give correct answers to specific problems. Therefore, knowledge and practice in quality methodologies is of fundamental importance for students. Unfortunately, laboratory lessons often focus on connecting theory and practice without developing the quality assurance skills that employers consider to be useful. Here, an external quality methodology based on proficiency testing schemes has been developed to introduce students to the methodologies and skills that are required to detect and find the source of biased results in the laboratory. It has been found that a large percentage of results obtained during laboratory lessons are in fact biased. The new methodology obliges students to practise how to detect biased results and, specially, the critical thinking skills that are needed to reveal the sources of bias in the laboratory. In the case study evaluated here, the application of the proposed methodology allowed students to detect the source of their biased result in 95% of the cases. Errors found were mainly due to personnel errors, as a consequence of deficits in basic hands-on skills and calculation errors.KEYWORDS: Quality controlproficiency testingsystematic errorslaboratorycritical thinking Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Proficiency testing schemes in laboratory lessons: a useful and powerful educational tool in bioscience studies","authors":"Juan M. Sanchez","doi":"10.1080/00219266.2023.2271508","DOIUrl":"https://doi.org/10.1080/00219266.2023.2271508","url":null,"abstract":"ABSTRACTBias assessment (systematic errors) is fundamental in industry and service laboratories, where reliable results must be obtained to give correct answers to specific problems. Therefore, knowledge and practice in quality methodologies is of fundamental importance for students. Unfortunately, laboratory lessons often focus on connecting theory and practice without developing the quality assurance skills that employers consider to be useful. Here, an external quality methodology based on proficiency testing schemes has been developed to introduce students to the methodologies and skills that are required to detect and find the source of biased results in the laboratory. It has been found that a large percentage of results obtained during laboratory lessons are in fact biased. The new methodology obliges students to practise how to detect biased results and, specially, the critical thinking skills that are needed to reveal the sources of bias in the laboratory. In the case study evaluated here, the application of the proposed methodology allowed students to detect the source of their biased result in 95% of the cases. Errors found were mainly due to personnel errors, as a consequence of deficits in basic hands-on skills and calculation errors.KEYWORDS: Quality controlproficiency testingsystematic errorslaboratorycritical thinking Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1080/00219266.2023.2264617
Bethan C. Stagg, Justin Dillon
{"title":"Plants, education and sustainability: rethinking the teaching of botany in school science","authors":"Bethan C. Stagg, Justin Dillon","doi":"10.1080/00219266.2023.2264617","DOIUrl":"https://doi.org/10.1080/00219266.2023.2264617","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135665913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/00219266.2023.2237032
Oscar Eugenio Tamayo Alzate, Paula Andrea Herrera Flórez, Claudia Romero Villegas
Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted with sixth graders from a public school in the city of Pereira, Colombia through a mixed research design. The results show that as the didactic unit was developed, students qualified their explanatory models about the cell and cellular theory. Their arguments were stronger and more coherent, while their metacognitive judgements displayed different levels of confidence, which improved over the course of time.
{"title":"Metacognitive judgements in the learning of cellular theory in elementary school students","authors":"Oscar Eugenio Tamayo Alzate, Paula Andrea Herrera Flórez, Claudia Romero Villegas","doi":"10.1080/00219266.2023.2237032","DOIUrl":"https://doi.org/10.1080/00219266.2023.2237032","url":null,"abstract":"Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted with sixth graders from a public school in the city of Pereira, Colombia through a mixed research design. The results show that as the didactic unit was developed, students qualified their explanatory models about the cell and cellular theory. Their arguments were stronger and more coherent, while their metacognitive judgements displayed different levels of confidence, which improved over the course of time.","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135981504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.1080/00219266.2023.2250351
M. E. Carezzano, María de las Mercedes Oliva, E. Foresto, P. Bogino, W. Giordano
{"title":"Natural products vs bacteria: laboratory exercises to determine the antimicrobial activity of plant extracts","authors":"M. E. Carezzano, María de las Mercedes Oliva, E. Foresto, P. Bogino, W. Giordano","doi":"10.1080/00219266.2023.2250351","DOIUrl":"https://doi.org/10.1080/00219266.2023.2250351","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42834816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-22DOI: 10.1080/00219266.2023.2247407
A. Ash, Amr El Zawily
{"title":"Methods to improve grading reliability in multi-section undergraduate courses","authors":"A. Ash, Amr El Zawily","doi":"10.1080/00219266.2023.2247407","DOIUrl":"https://doi.org/10.1080/00219266.2023.2247407","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44147645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1080/00219266.2023.2247409
Anna-Clara Rönner, Anna Jakobsson, N. Gericke
{"title":"“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19","authors":"Anna-Clara Rönner, Anna Jakobsson, N. Gericke","doi":"10.1080/00219266.2023.2247409","DOIUrl":"https://doi.org/10.1080/00219266.2023.2247409","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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