RESEARCH IN BIOLOGY EDUCATION
Year:2019 | Volume:1 | Issue:2 |Papers Count:6

The purpose of this research is to investigate the effect of the book of human and environment of 11th on changing the individual view of teachers. The present research is applied in terms of its purpose and is descriptive in terms of the nature and method of its implementation. The statistical population of this study is the human and environmental lessons of Kermanshah city. Data were collected using purposeful cluster sampling and accessible society. The data gathering tool in this research was a questionnaire designed by a researcher based on a standardized sample to find out by statistical formulas that the content, method, information, new scientific pointers in the human and environmental book of the second grade of secondary school changed the individual view of the teachers of influence Has a meaningful meaning, the questionnaire contains 70 questions that measure environmental concepts. In this study, using a questionnaire, the data were collected and then entered into the SPSS. Using a statistical test including regression test, Watson camera statistics, and analysis of variance and frequency distribution of errors that were used to measure the impact the analysis of variables is based on one another. They have been analyzed and hypothesized to confirm or reject them. The results of the research show that the human and environment book of 11th change the individual view of teachers in boys› high schools the city of Kermanshah has a positive and significant impact.

Evolution is a theory in biology. This theory explains how organisms have changed in long times and have become modern. Evolutionary theory is the foundation of modern biology and is supported by many pieces of evidence, including fossils. However, there is a controversy in accepting or rejecting this theory, and there are many questions that need to be answered. Many biology teachers have no cognitive knowledge of evolutionary applications. In practice, the community does not accept evolutionary biology and is not very aware of the important role of evolutionary biology in improving quality of life. Considering the importance of the evolution theme in biology education, accepting or rejecting the Evolved theory were evaluated using a questionnaire and a conceptual map, the Graph Pad Prism statistical tool, and the Bon-Ferroni post-test, to analyze the knowledge structure of the 17 teachers of biology in Isfahan. The results indicated little knowledge of biology teachers with less experience from the importance of this science. Providing documented reasons for accepting the theory of evolution, accepting the relationship between this theory and the advances in agriculture, medicine, and the environment, and the little awareness of the introduction of religious discussions in this theory was achieved by examining responses and conceptual maps. Eventually, critical evaluation and reform of biology teacher training programs on this theory can help improve the development of high school education in Evolutionary biology.

Education is one of the most basic needs of human societies. Using of active and modern methods of education and selecting the most appropriate method of education is very important. The aim of this study was to compare the effectiveness of lecture method of teaching and group discussion method of teaching on the level of learning of undergraduate biology students of Farhangian University of Tehran. The research method is semi-experimental. For doing this research, 64 biology students were randomly selected and divided into two classes and each class had 32 students. The theorical_and_specilized lesson «Principles of Classification of Biota and Their Characteristics» was taught in one class, in a lecture method and in another class, in a group discussion method in three sessions, and at the end of all sessions, an exam that had 20 four-choice questions was taken. Mean scores of both classes were compared by using inferential statistics (independent t-test using SPSS software v. 16). The results showed that the mean scores in the group discussion method of teaching is more than the lecture method of teaching. (p = 0. 0001)

Increasing responsibility in students is the most important national strategic plan in educational system; sanad tahavol (1390) with the statement of “ The overall responsibility, community involvement and should be expanded” has been emphasized. One of the effective factors is the classroom properties which teaching standards have been assessed in this paper. Early assessments show that management of direct measures for responsibility teaching has been embedded in its procedures indirectly. The purpose of this study is to create a practical plan to expand and enhance continuous responsibility using teacher’ s capacity in classroom. As a result the researcher has assessed teaching standards management in responsibility and academic progress of first high school grade of female students in district 5 of Tehran. Figures show the influence of direct teaching in academic progress and responsibility of students. Our method is empirical and semi experimental with practical prospective. First the related theoretical foundations have been assessed which helped us implement educational standards management with transformational leadership style in the form of educational package in biology lessons of first grade high school students. Quasi of Solomon has been used in this study and88 available samples in private schools of district 5 of Tehran have been chosen, then they were randomly divided in to four homogenous groups of test and control. First one group of test and control did a pretest of dependent variables on responsibility and academic progress, and then the independent variable was tested on the two test groups and the two control groups were traditionally tested. At the end all groups underwent a post-test of dependent variable. Results were assessed using two way ANOVA test. Covariance analysis has been applied on the control and test group who underwent a pretest. Academic progress and responsibility show 1. 08 and 0. 86 improvement respectively. Results show a considerable difference in Academic progress and responsibility of test and control groups and an increased learning and responsibility have been observed in the proposed standards of educational management teaching.

The main purpose of this study is to introduce brain-based education in learning courses, especially biology lessons. The tendency for collaborative research in neuroscience and education in science circles is now well underway and suggests the use of all capacities and parts of the brain in learning. The research method in this article is library and documentary, and the author has tried to describe and analyze brain-based learning from different dimensions by studying some sources and in some cases, has used his own experiences in teaching and cited examples in biology teaching. One of the challenges in today› s learning science is to find out how effective use of findings from cognitive neuroscience studies on learning can be in improving the quality of teaching and learning and to what extent is the language of neuroscience and the science of teaching learning in common. In this study, mentioning effective steps in using all parts of the brain in teaching and learning, Introduction to brain learning environments and components as well as the principles of brain learning are discussed. Biology teachers appear to be more successful in this way because of their knowledge of brain function.

The purpose of this study was to increase the knowledge structure of biology teachers related to blood group systems, especially the Mumbai group. Since the topic of blood groups is one of the most important topics in the 12th Grade Biology Book, has been a topic of interest to experimental science students and their ambiguity is high. we decided to focus on the different types of blood group systems in this study, with emphasis on the Mumbai blood group. The research method in this study is library and documentary, and the author has tried to describe and analyze the subject from various dimensions by careful study of numerous articles. The Mumbai Blood Group is the rarest blood group ever reported in Mumbai, India. People in this blood group have no the antigens A, B, H, on red blood cells but their blood serum has anti-A, anti-B and anti-H antibodies. The Mumbai group is classified as Group O. This is because it does not show any reaction to anti-A or anti-B antibodies, as in a typical O group. But the strong H-antibody in the blood of these people causes severe hemolytic reactions by injecting any blood other than Mumbai blood and causing severe cardiovascular complications. In this study, by reviewing information about blood groups, some ambiguities have been addressed in order to better teach this topic.