Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences

McComas, William F.; Reiß, Michael; Dempster, Edith R.; Lee, Yeung Chung; Olander, Clas; Clément, Pierre; Boerwinkel, Dirk Jan; Waarlo, Arend Jan

doi:10.1525/abt.2018.80.7.483

Cited by 10 publications

(4 citation statements)

References 33 publications

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“…The investigation about the content analysis of papers in journals or thesis were not a main research in Biology Education. Because grand challenges in biology education research was focused on biology instruction (McComas et al, 2018) to improved the quality of the learning process and students achievement. There were studies has been conducted by previous researchers, such as metaphorical perceptions of the concepts teaching profession and raising students (Bezen et al, 2017) and the investigation of the nature of metaconceptual processes of pre-service biology teachers (Yuruk et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Trend in Biology Education Research From 2012 to 2017: A Content Analysis of Papers in Selected Journals From Indonesia

Haviz¹,

Ridho²

2019

Educ. Sci.

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subjek penelitian, metode/desain penelitian, elemen penelitian, alat pengumpul data, jenis dan ukuran sampel dan teknik analisis data. Data yang telah diperoleh, telah dianalisis dengan statistik deskriptif dan telah ditampilkan dalam bentuk tabel dan grafik. Kesimpulan penelitian ini adalah tren penelitian di bidang penelitian pendidikan biologi di Indonesia sepanjang tahun 2012-2017 dibedakan menjadi tujuh kategori yaitu topik biologi adalah bentuk dan fungsi hewan, subjek penelitian adalah pengajaran dan pembelajaran, metode/desain penelitian adalah eksperimen, elemen penelitian adalah kognitif, alat pengumpul data adalah tes prestasi belajar, jenis sampel adalah siswa-siswa sekolah menengah atas dan ukuran sampel adalah 31-100 dan teknik analisis data adalah teknik kuantitatif.. Kata Kunci: penelitian pendidikan biologi; analisis konten; indeks publikasi Indonesia AbstractThis article was to describe research trends in Biology Education Research (BER) in Indonesia across year 2012-2017. This study was conducted by descriptive quantitative, with a content analysis the article that has been published in scientific journals that indexed in the Indonesia publication index. The content analysis were refer to sevent subjects were biology topics, teaching and learning, research design/methods, research element, data collection tools, samples and sample sizes and technique of the data analysis. The data obtained were analyzed with descriptive statistics and displayed in tables and graphs. We founded that only four journals have been scope specifically in the biology learning. The four journals were Journal of Biology Education, Bioedu, Bioedukasi and Didaktika Biologi. In theses journals, we also found 547 articles published from 2012-2017. All of these articles were downloaded and all of theses articles were subjected to content analysis. The result of the study showed that research trends BER in Indonesia across the year 2012-2017 were devide on seven categorizes such as; biology topics was animal form and function, teaching and learning was subject matter, research design/methods was quantitative experimental design, research element was cognitive, data collection tools was achievement test, samples was the students at Senior High School (SMA) and the size of samples was between 31-100 and technique of the data analysis was quantitative method. The implication of this study has implicated that to be an information for the researcher being conduct their researchs. The result of this study also will be contributed for the teachers and educator in teaching and learning of research of methodology in biology education.

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Section: Introductionmentioning

confidence: 99%

Trend in Biology Education Research From 2012 to 2017: A Content Analysis of Papers in Selected Journals From Indonesia

Haviz¹,

Ridho²

2019

Educ. Sci.

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“…According to Stenhouse (1988), behind this program was the felt unease of educators and teacher educators toward research that, despite being rooted in their social practice, had a psychological or sociological orientation instead of an educational one: its research methods and designs isolated psychological and sociological variables rather than respecting the natural classroom environment where education, as a social practice, took place (McComas et al, 2018). Not only was this impractical in terms of improving actual teaching, but there was also the suspicion that by breaking down education into isolated variables, these research designs did not fully grasp the phenomena they claimed to study.…”

Section: Educational Action Researchmentioning

confidence: 99%

Philosophical Tenets of Action Research in Education

Castro

Banegas

2020

Oxford Research Encyclopedia of Education

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The juxtaposition of action and research conveys a sense of the richness and complexity of action research, yet it does not entirely translate its nuanced and sophisticated philosophy. In turn, an understanding of this philosophy is crucial for grasping action research’s radical originality. In this context at least, it may be more accurate to define action research by drawing on the term practice, even though it does not form part of the basic conceptual pair. Not only does practice make it easier for us to trace the constellation of philosophical influences behind the theory and practice of action research—from pragmatism to postmodernism, including Greek philosophy and Marxist and psychoanalytic schools of thought—but also to identify where these influences end and action research emerges as the bearer of a nontransferable view. Beyond this, at the heart of action research lies a structural affinity with singular social practices, which are its key ontological sites—that is, the context where action research in each case fills its epistemological and ethical dimensions with meaning. What kind of knowledge does action research aim to produce? What behaviors do action researchers engage in? Compared to other research paradigms in the social sciences—the field of education included—the specific quality of action research has to do with how its epistemological and ethical dimensions are shaped not from without but from within any given social practice. This is the key to its specific ecology. In action research, the epistemological and ethical realms do not stand beyond or above the situated social practices, with their values, principles of procedure, knowledges, and discourses, including their own literacies and modalities—in short, their own internal cultures. Action research conceives and presents itself as a rational and systematic way for members of the different social practices to build and rebuild their own epistemologies and ethics precisely by drawing on, and selecting from, their own internal cultures. How does this ecological perspective translate itself in education? Education is one of the key areas in which action research is generally applied, together with welfare and healthcare. Yet apart from the specific use of action research by educators, action research carries within itself a specific educational philosophy (and a political philosophy as well) which underlies its application, regardless of the specific social practice in which it takes place. In the same way that action research is politically democratic, educationally speaking action research is participatory, meaning that learning, improvement, or development can only be realized through a self-determining process in which people act and research freely upon and among themselves. This is precisely what action research facilitates in the different social practices. Action research is always educational, whether one develops it in education, welfare, or healthcare. As a result, action research has contributed a clear-cut pedagogical model that some critical educators have already imported to their own educational institutions and practices: youth participatory action research.

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“…tangible and relative to molecular abstract concepts, to abstract mathematical or computational algorithms, and so on (McComas et al . 2018 ). The skill set required to engage with molecular and cellular biology is broad, and therefore, achieving deep learning in this space requires a “holistic” approach to guiding the student.…”

Section: Introductionmentioning

confidence: 99%

Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology

Reen

Jump

McEvoy

et al. 2022

FEMS Microbiology Letters

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Molecular biology theory represents a critical scaffold which underpins multiple disciplines within life sciences education. However, it is well documented that undergraduate students can struggle to achieve deeper understanding of key concepts and/or their application. One challenging, contributory aspect is the “invisible” nature of molecular biology processes compounded by critical three-dimensional spatial orientations of the principal components and their interactions. Molecular theory specifically requires students to construct accurate, mental spatial models to develop their understanding. However much of the traditional teaching and examination of such theory is limited to two-dimensional representations. Technology-enhanced, complementary teaching and examination approaches, which engage students with spatial aspects of theoretical concepts, offer an exciting opportunity to support student learning in this area. In this study we have explored the integration of an immersive virtual reality simulation based on a challenging molecular biology concept within an existing module taught at University College Cork. A mixed methods approach, grounded in learning theory, was undertaken to assess the student user and learning experience. The consensus response from students was one of enhanced learning, understanding, engagement, and motivation. Student partnership in the process of simulation design and integration was key to delivering the fully integrated experience.

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Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences

Cited by 10 publications

References 33 publications

Trend in Biology Education Research From 2012 to 2017: A Content Analysis of Papers in Selected Journals From Indonesia

Trend in Biology Education Research From 2012 to 2017: A Content Analysis of Papers in Selected Journals From Indonesia

Philosophical Tenets of Action Research in Education

Developing student codesigned immersive virtual reality simulations for teaching of challenging concepts in molecular and cellular biology

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