مجله پویش در آموزش علوم پایه
سال نهم شماره 4 (پیاپی 33، زمستان 1402)

Without a doubt, biology education is very important in advancing the practical goals of vital fields such as medicine, pharmacy, and agriculture. In other words, biology is a science that is related to saving the lives of creatures and improving the quality of life on earth. Today, teaching biology is facing many challenges. Perhaps it can be boldly said that most of the existing social, cultural and even economic problems did not arise with proper education and can be solved in this way. In this research, by naming education as one of the components of human capital, we examine the characteristics of biology education in Iran and in selected countries and compare different approaches in these countries. At first, the biology education programs in other countries were considered in order to examine the position of it in these countries, and then the challenges faced by biology education in Iran and the ways to improve it were examined.

The purpose of this research is to compare the effectiveness of the concept mapping teaching method with the lecture teaching method in biology education. The research used questionnaire and test methods to assess the level of learning. The statistical population in this study consisted of two groups, the control group and the experimental group, including 72 male students from two twelfth-grade experimental science classes in Tabriz. The lecture method was used for the first group, and the concept mapping teaching method was used for the second group. The effectiveness of these two methods in teaching the subject was evaluated through pre-test and post-test assessments. The data were analyzed using the SPSS statistical software. Based on the results, the performance of students in the post-test scores of the experimental group was better than that of the control group. Learning and retention following the concept mapping teaching method were significantly higher (p<0.05). According to the findings, teaching using the concept mapping method not only increased the level of learning and retention of students, but also helped in establishing connections between different concepts and organizing the logical flow of useful concepts. Therefore, this teaching method is recommended for educators in teaching.

The purpose of this article was to compare traditional and modern teaching methods in teaching biology to 11th grade students in Shiraz.This study was conducted with a quasi-experimental research method on 11th grade female students in districts three and four of Shiraz.One high school for girls was randomly selected from each district and one class from each school was considered as an experimental group and one class as a control group(two experimental groups and two control groups) and they were taught the same topics from the life course.At the end,they were subjected to post-test with tests made by the researcher.The standard of the tests was confirmed by the school teachers.After analyzing the data,the results indicated that:1)the experimental groups(student-centered) in both areas obtained higher scores than the control groups (teacher-centered) in the tests2) the tools and facilities used in the method Modern was more than traditional3).The duration of teaching in the experimental groups was more than the control groups4).The amount of teacher's speech and silence of the learners in the traditional method and the amount of questions and answers,group work,direction of the discussion,film review and participation of the learners in the new method is higher and there is a significant difference.

The purpose of the current research is to analyze the content of the 12th grade biology book from the perspective of being active or inactive based on William Rumi's model. In this research, the biology book of the twelfth grade of the second year of high school in the field of experimental sciences has been examined. The research method is descriptive and the study method is quantitative content analysis and the statistical population of the research is the twelfth grade biology textbook of the second year of high school in the field of experimental sciences, published in 1401. Appropriate methods of descriptive statistics (frequency, frequency percentage and mean) and calculation of conflict coefficient based on William Rumi formula were used to evaluate the data and information. Based on the research findings, the learner engagement coefficient in the sections of text, images and questions were 0.093, 0.43 and 1.43, respectively. These results show that according to the model of William Rumi, the content of this book is inactive in the text section, but in the pictures and questions sections, the content of the book is active.

Implementing practical biology activities in biology and science classrooms is very challenging due to the need for specialized equipment and expertise in growing living cells. Synthetic biology kits, drawing on biological sciences, engineering, and design, provide opportunities for experiential biology education. BioBits™ is a type of artificial biology education kit, free of cells, stable on shelves, and freeze-dried, which, when water is added, provides desirable visual outputs to users. BioBits™ reactions engage visual, olfactory, and tactile senses, producing fluorescence, fragrance, and hydrogel. This review article extracted relevant research articles from Science Direct, Google Scholar, and PubMed websites. We aim to report supporting activities and curriculum plans in biology education that can utilize the BioBits™ kit to teach enzymatic reactions, biological material formation, and biological sensors. The BioBits™ kit enables a practical representation of advanced sciences that is affordable, easy, and almost accessible; and eliminates many current obstacles to conducting exploratory biology experiments in classroom settings.

The aim of the research was to provide solutions for the development of Technological Pedagogical Content Knowledge (TPACK) among biology teacher students. The research method used was descriptive-analytical, and it focused on explaining the concepts and strategies for developing TPACK among biology teacher students. The data collection tool in this research involved extracting information from documents, library sources, texts, and specialized internet resources in the field. There were no time constraints imposed on searching and gathering information from databases in order to ensure comprehensiveness in the research. Data analysis was conducted using a descriptive approach, with a reflection on different approaches and types of studies, and their categorization was carried out. The results of this research indicate that enhancing TPACK in biology teachers is an ongoing process that requires a combination of professional development, collaboration and networking, access to resources, accessible tools, acceptance of innovation, and continuous support. Improving these areas enables teachers to effectively prepare students for the challenges and opportunities aligned with the rapid advancement of technology. Investing in the development of TPACK among biology teachers is essential for cultivating a generation of scientifically literate individuals who have the ability to navigate and participate in a technology-influenced world.