RESEARCH IN BIOLOGY EDUCATION
Year:2020 | Volume:2 | Issue:6|Papers Count:6

The aim of this study was to investigate the lived experience of 10th grade female high school students in Arak augmented reality method in biology course in the academic year 2020-2019. The method of the present study was qualitative and the phenomenological method was used to achieve understanding, description and explanation. The participants of the study were 10th grade female students in Arak who were trained in biology by augmented reality method and the interview continued until the theoretical saturation was reached. The data collection tool in this study was interview. Dickelman method was used to analyze the analysis of phenomenological data. After thematic extraction and their classification, the findings included 4 main themes and 14 sub-themes. Findings showed that students› cognitive dimension in augmented reality teaching method is able to visualize and imagine the relationships of organs after learning, increase perception in learning and increase memory, in the dimension of interaction and interpersonal relationships, have an active role in learning and Participation and cooperation with classmates and the facilitator role of the teacher, in terms of the characteristics of the teaching method of saving time, the possibility of manipulating the subject of education and in the emotional dimension of interest in the lesson and high satisfaction and motivation and positive attitude to the lesson. Therefore, it can be said that considering the positive role of virtual reality in four areas of cognition, interaction and interpersonal relationships, teaching methods and most importantly the emotional area, we should try to remove barriers to the use of technology and train teachers to use it. Be given from such technologies.

The purpose of this study is to investigate the method of teaching concept map as a new strategy in teaching-learning biology course. The method used in this research is quasi-experimental )independent two-group design(. A documentary method has been used to collect the theoretical foundations and research literature, and a questionnaire )researcher-made written exam( has been used to evaluate research hypotheses and assess the amount of learning. The statistical population of this study includes all male students of the third year of experimental sciences in Kerman in the academic year 2018-2017, in the number of 385 people. By cluster sampling, the sample size was selected and divided into control and experimental groups. Lectures were used for the control group and teaching methods were used for the experimental group using researcher-made concept maps. In order to analyze the data in this research, statistical methods and SPSS software have been used. The results showed that there is a significant difference between the control and experimental groups in academic achievement. Also, in two subscales, namely low levels and high levels of Bloom, the students in the experimental group showed a noticeable and better progress. It seems that Biology teachers use this method to achieve deep and fast learning as well as achieving higher levels of cognition and abstract thinking in students.

The purpose of this study is to investigate the motivation of students› academic achievement in biology and physics education teachers based on variables such as gender, field and year of entry. After student, Student Teachers As future teachers of the education system are the most important pillar of the educational system, increasing their motivation for academic achievement leads to achieving acceptable degrees of competence in their jobs and consequently educational development of the country. For this purpose, 101 students of Biology and Physics Education teachers in the years, 96, 95 97 and 98 were selected by random sampling and the Hermans Academic Achievement Motivation Questionnaire was administered to them. These data were analyzed by SPSS21-software and the results were analyzed in two separated parts such as descriptive and inferential statistics. The mean achievement motivation of male and female students is not significantly different from the mean motivation of biology and physics students )p <0. 05(, while there is a difference between the mean achievement motivation of incoming students in 95 to 98.

The purpose of writing this article is to review the three ethical principles (RS3 principles) related to the exploitation of animals in biological and medical research from a scientific perspective. The history of biomedical research and the valuable results of scientific studies show the importance of the use of animals in research. A sense of responsibility towards the animals under test and attention to their well-being and rights is one of the ethical duties of every researcher. Recent scientific evidence suggests that animals are capable of experiencing a variety of pain and excitement as well as underlying emotional phenomena (such as anger, panic, fear, and stress). These qualities and abilities can provide a platform for moral support. The results of numerous visits to the laboratories of schools and universities show that despite the development of a set of ethical rules, including the three principles of ethics (3RS principles) in the description and revival of laboratory animals, biology teachers and laboratory experts Universities are not familiar enough with the principles of 3RS (replacement, reduction and optimization methods). This article is a systematic review that based on information collected from Internet and research sources, examines the three ethical principles (3RS principles) of research on laboratory animals to introduce biology teachers and biology students and the ethical aspects of using laboratory animals are discussed.

The aim of this study is to determine the relationship between the virtual education and the degree of creativity of students of Tehran› s schools in studying Biology. Nowadays, students need to improve their critical and critical thinking skills in order to make appropriate decision-making and resolve the complex problems of society. the method used in this study is survey type with questionnaire technique. The statistical Community in this study, the experimental science students from the 9th district of Tehran and the statistical Community is 80 students who were randomly chosen. The tool used, the standard questionnaire of creative teaching, created a questionnaire designed based on the equal )1996( model and is designed to measure innovative teaching. The validity of this questionnaire was estimated in this study by Cronbach› s alpha coefficient and 89/0. The result of the current study Shows that a %73 of the used methods in 10th grade of experimental science high school students in 9th district of Tehran in biology utilize the components of creativity.

The purpose of this study is to review the research-based approach )IBSE( in Biology education. Teachers need a set of skills to achieve their educational goals. Teachers and professors have long been trying to convey concepts in a better, easier and more efficient way, and this need and effort has led to the invention and creation of new teaching methods in the education system. One of these new teaching methods, especially in basic sciences, is research-based teaching method. The method of this research is descriptive-analytical. In line with this purpose, in the present study, the method of documentary studies has been used to collect information and the print and electronic sources have been studied. This article also mentions experiences in teaching the twelfth biology textbook based on this method. The results show that research-based science teaching methods can help teachers to respond to how to create a research-oriented and flexible spirit, as well as try to teach the thinking process to the learner. Teaching biology through this scientific method, in addition to involving the student in the learning process, can reduce the stress caused by the weight of the curriculum and make the student eager to learn the lesson.