Pub Date : 2023-08-08DOI: 10.1080/00219266.2023.2242881
Daihu Yang
{"title":"Lower secondary school students’ knowledge and understandings of bees","authors":"Daihu Yang","doi":"10.1080/00219266.2023.2242881","DOIUrl":"https://doi.org/10.1080/00219266.2023.2242881","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818127","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 : 2023-08-08DOI: 10.1080/00219266.2023.2244975
Emmeline E. Hoogland, M. Ummels
{"title":"Fictional placemaking creating meaningful contexts for causal reasoning in secondary school biology education","authors":"Emmeline E. Hoogland, M. Ummels","doi":"10.1080/00219266.2023.2244975","DOIUrl":"https://doi.org/10.1080/00219266.2023.2244975","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710986","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 : 2023-08-08DOI: 10.1080/00219266.2023.2243690
Robert C. Johnston
Gregor Mendel has been at the heart of secondary school genetics for as long as I can remember. I taught Biology in schools for 40 years and we were encouraged and expected to begin with Mendel’s work on peas. It made sense. After all, in the UK it’s how textbooks introduce 14–16 genetics and where the specifications always started. Keep it simple: a single gene with two alleles, one of which was dominant, determining a single character. A nice exact 3:1 ratio every time. Post-16, we introduce dihybrid crosses, sex linkage and maybe autosomal linkage. There’s just one problem. Most of it just isn’t true in the real world of modern genetics. Little in nature behaves like that but it’s what was taught pre-war and it still hasn’t changed. Admittedly, modern GCSE specifications include references to DNA, protein synthesis and genetic engineering and A-level Biology has made progress, but the basics have not moved on. When I taught Mendelian genetics for all those years. I felt I was teaching mathematical logic rather than Biology. The pupils enjoyed solving problems because they could quickly understand the principles and apply them to novel examples. When exam time came round, they would get full marks because all the questions were basically the same. Work out the gametes, draw a Punnett square and there’s your answer. So why am I, like others over the past 15 years (Dougherty 2009; Radick 2023; Winterbottom 2016) so determined to see Mendelism removed if it’s guaranteeing examination success for my students? Firstly, most characters in the majority of organisms are not controlled by single genes but rather are polygenic, with many genes having a combined effect. Some genes are pleiotropic and many are multiallelic. I therefore feel that what we are teaching, while not a lie, is a rather peculiar example from a much bigger picture. Why is it taught like this? Radick believes that it was Bateson, who, in Mendel’s name, wanted biology and society reorganised around the recognition that heredity is destiny. Therefore, and more importantly, teaching Mendelism encourages some quite dangerous attitudes to genetics by the public. Most do not study Biology post-16, so they never get to see the bigger picture. They come to believe that ‘there’s a gene for’ every character, a concept that frequently appears in the press, and that environment plays little or no role. I believe it also encourages an acceptance of ‘Genetic Determinism”, an idea first proposed by Weissman and later made popular by Francis Galton in the early 20 century. It suggests that your fate is sealed at conception and your future is not in your hands but is simply determined by your genes. This is a very dangerous concept to be introducing to teenagers who should be allowed to feel that they are not slaves to their genomes and that humans are morally responsible agents. Galton, of course, is also associated with the term ‘nature versus nurture’ which implies that the two are somehow compet
{"title":"Is it time to remove Mendel from the school curriculum?","authors":"Robert C. Johnston","doi":"10.1080/00219266.2023.2243690","DOIUrl":"https://doi.org/10.1080/00219266.2023.2243690","url":null,"abstract":"Gregor Mendel has been at the heart of secondary school genetics for as long as I can remember. I taught Biology in schools for 40 years and we were encouraged and expected to begin with Mendel’s work on peas. It made sense. After all, in the UK it’s how textbooks introduce 14–16 genetics and where the specifications always started. Keep it simple: a single gene with two alleles, one of which was dominant, determining a single character. A nice exact 3:1 ratio every time. Post-16, we introduce dihybrid crosses, sex linkage and maybe autosomal linkage. There’s just one problem. Most of it just isn’t true in the real world of modern genetics. Little in nature behaves like that but it’s what was taught pre-war and it still hasn’t changed. Admittedly, modern GCSE specifications include references to DNA, protein synthesis and genetic engineering and A-level Biology has made progress, but the basics have not moved on. When I taught Mendelian genetics for all those years. I felt I was teaching mathematical logic rather than Biology. The pupils enjoyed solving problems because they could quickly understand the principles and apply them to novel examples. When exam time came round, they would get full marks because all the questions were basically the same. Work out the gametes, draw a Punnett square and there’s your answer. So why am I, like others over the past 15 years (Dougherty 2009; Radick 2023; Winterbottom 2016) so determined to see Mendelism removed if it’s guaranteeing examination success for my students? Firstly, most characters in the majority of organisms are not controlled by single genes but rather are polygenic, with many genes having a combined effect. Some genes are pleiotropic and many are multiallelic. I therefore feel that what we are teaching, while not a lie, is a rather peculiar example from a much bigger picture. Why is it taught like this? Radick believes that it was Bateson, who, in Mendel’s name, wanted biology and society reorganised around the recognition that heredity is destiny. Therefore, and more importantly, teaching Mendelism encourages some quite dangerous attitudes to genetics by the public. Most do not study Biology post-16, so they never get to see the bigger picture. They come to believe that ‘there’s a gene for’ every character, a concept that frequently appears in the press, and that environment plays little or no role. I believe it also encourages an acceptance of ‘Genetic Determinism”, an idea first proposed by Weissman and later made popular by Francis Galton in the early 20 century. It suggests that your fate is sealed at conception and your future is not in your hands but is simply determined by your genes. This is a very dangerous concept to be introducing to teenagers who should be allowed to feel that they are not slaves to their genomes and that humans are morally responsible agents. Galton, of course, is also associated with the term ‘nature versus nurture’ which implies that the two are somehow compet","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46700245","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 : 2023-07-11DOI: 10.1080/00219266.2023.2226684
H. Silva
{"title":"Secularism, biology teachers, and evolution teaching: a comparative analysis of the Brazilian phenomenon","authors":"H. Silva","doi":"10.1080/00219266.2023.2226684","DOIUrl":"https://doi.org/10.1080/00219266.2023.2226684","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47895018","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 : 2023-04-25DOI: 10.1080/00219266.2023.2192733
K. Bacon
Field teaching is an essential component of botany and ecology;however, field classes were among the most likely to be cancelled during the early stages of the COVID-19 pandemic. Virtual alternatives that could be used to meet learning outcomes for botany (e.g. plant identification, surveying skills development) were largely unavailable at this time. To address this, a semi-immersive virtual botanical fieldtrip was developed using H5P. The resource consists of a 360 site tour, an interactive book with a series of interactive videos to mimic quadrat analysis and plant identification, and a plant identification guide to aid students in identifying species. Students responded largely positively to the resource, although they had a clear preference to undertake fieldwork in person in a more traditional manner. The resource is the first such virtual botanical fieldtrip and allows the retention of most learning outcomes for a traditional field class. This type of resource has considerable potential in a post-pandemic world to widen participation and let students experience ecosystems that they might otherwise not have the opportunity to investigate. The resource is available for use under a CC BY-NC-SA licence. [ FROM AUTHOR] Copyright of Journal of Biological Education (Routledge) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"Investigating student experiences of botanical field work using a semi-immersive virtual botanical fieldtrip","authors":"K. Bacon","doi":"10.1080/00219266.2023.2192733","DOIUrl":"https://doi.org/10.1080/00219266.2023.2192733","url":null,"abstract":"Field teaching is an essential component of botany and ecology;however, field classes were among the most likely to be cancelled during the early stages of the COVID-19 pandemic. Virtual alternatives that could be used to meet learning outcomes for botany (e.g. plant identification, surveying skills development) were largely unavailable at this time. To address this, a semi-immersive virtual botanical fieldtrip was developed using H5P. The resource consists of a 360 site tour, an interactive book with a series of interactive videos to mimic quadrat analysis and plant identification, and a plant identification guide to aid students in identifying species. Students responded largely positively to the resource, although they had a clear preference to undertake fieldwork in person in a more traditional manner. The resource is the first such virtual botanical fieldtrip and allows the retention of most learning outcomes for a traditional field class. This type of resource has considerable potential in a post-pandemic world to widen participation and let students experience ecosystems that they might otherwise not have the opportunity to investigate. The resource is available for use under a CC BY-NC-SA licence. [ FROM AUTHOR] Copyright of Journal of Biological Education (Routledge) is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47852437","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 : 2023-04-13DOI: 10.1080/00219266.2023.2200800
S. Gutierez
{"title":"‘Are they walking their talk?’: alignment of teachers’ professed beliefs and enacted practices for teaching through dialogic argumentation","authors":"S. Gutierez","doi":"10.1080/00219266.2023.2200800","DOIUrl":"https://doi.org/10.1080/00219266.2023.2200800","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46413568","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 : 2023-04-10DOI: 10.1080/00219266.2023.2200788
{"title":"Preservice science teachers’ conceptions of trees, forests and deforestation","authors":"","doi":"10.1080/00219266.2023.2200788","DOIUrl":"https://doi.org/10.1080/00219266.2023.2200788","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43913280","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 : 2023-04-10DOI: 10.1080/00219266.2023.2197913
{"title":"Analysis of upper-secondary education students’ models and perceptions after an analogy-based didactic intervention","authors":"","doi":"10.1080/00219266.2023.2197913","DOIUrl":"https://doi.org/10.1080/00219266.2023.2197913","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46869032","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 : 2023-04-09DOI: 10.1080/00219266.2023.2192731
Karina A. Sanchez, Amanda J. Bevan, A. A. Vita, Emily A. Royse, Eric Januszkiewicz, E. Holt
{"title":"Grit matters to biology doctoral students’ perception of barriers to degree completion","authors":"Karina A. Sanchez, Amanda J. Bevan, A. A. Vita, Emily A. Royse, Eric Januszkiewicz, E. Holt","doi":"10.1080/00219266.2023.2192731","DOIUrl":"https://doi.org/10.1080/00219266.2023.2192731","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48446262","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 : 2023-04-09DOI: 10.1080/00219266.2023.2192730
É. Borsos, Andreas Fekete, Edita Borić
{"title":"Have teachers’ opinions about outdoor education changed after the pandemic?","authors":"É. Borsos, Andreas Fekete, Edita Borić","doi":"10.1080/00219266.2023.2192730","DOIUrl":"https://doi.org/10.1080/00219266.2023.2192730","url":null,"abstract":"","PeriodicalId":54873,"journal":{"name":"Journal of Biological Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46529144","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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