The Teaching of Photosynthesis in Secondary School: A History of the Science Approach

In this article we present a synthesis of the research affecting pupils' conceptions of photosynthesis and plant nutrition. The main false conceptions of the pupils identi?ed in this literature review are: that green plants ?nd their food in the soil; that water and mineral salts are suf?cient to the growth of a plant; the role of chlorophyll, where the transformation of luminous energy into chemical energy is never evoked; and air as a source of matter, which is never underlined. Secondly, we are going to see that several of these false conceptions have been developed during history. For example, the famous philosopher Aristotle (384–322 BC) thought that plants receive their food from the soil already elaborated. Several centuries later, the physician and chemist Van Helmont (1677–1644) added more precision to Aristotle’s conception while claiming that plants use only water for their growth. Finally, we will see that the analysis of the false theories developed during history will permit in a context of teaching to valorize the false conceptions of the pupils. Indeed, the history of sciences could incite a teacher to valorize his pupils’ false conceptions while considering them as an indication of difficulties that deserve particular pedagogical and didactic tools. The false conceptions constructed by the pupils don’t have to be ignored in a teaching context because they obey particular reasoning rules, sometimes similar to those that once guided some scientific steps. This view, drawing on false conceptions developed during history, gives a dynamic and human picture of the science very distant from the one sometimes carried on by dogmatic teaching.     

Therio-ontology: A personal view of 40 years of farm animal embryo form and function

The main purpose of this autobiographical reminiscence of 40 years of embryo research is to provide young theriogenologists with a firsthand account of how career development can depend strongly on early influences that become modified by changing circumstances. With no intention of being didactic, I hope that my experience of coping with enormous changes in techniques and attitudes may be of use to some of those embarking on a further 40 years of change of at least equal enormity.     

A study of the hygienic aspects of the pedagogic process

A knowledge of the laws governing changes in the functional state of the organism of pupils during lessons at school is one of the principal bases for solving the hygienic problems of organizing the teaching. The main concern is the dynamics of changes in the actual functional state of the CNS as a result of a whole complex of endogenous and exogenous factors as well as the school work of the pupil itself. Changes in the functional state of the optic and acoustic analysors deserve special attention in this respect because of their great exposure in pedagogical work. The existing interindividual differences in performance and in the work rate of pupils should be solved by an adequate pedagogical approach. Correct use of the principle of differentiated tuition can be a positive contribution to solving some of the topical problems of hygiene of the pedagogical process.     

Modellsystem Honigbiene

The honeybee provides a suitable context for synergistically uniting a nearly unlimited range of questions from different perspectives. The model system honeybee thus provides a contentual framework for linking subject‐specific biological contents in student and teacher science education. Furthermore, due to the coordination of subject‐specific, didactic, pedagogical and practical school aspects, the observed levels can be linked horizontally and vertically. This article presents four research projects for pupils focusing on the model organism honeybee. Each of the projects corresponds to a different subject area and focuses on working with authentic research questions.     

Attitudes to Psychiatry in the General Hospital

A survey of consultant attitudes to psychiatry in six general hospitals is presented and compared with reported findings in general practitioners and medical students.Psychological factors were accepted as important in a variety of medical conditions. Different specialties differed little in their attitudes to neurotic patients and to psychiatrists, younger consultants tending to be more critical. Consultants had a lower level of neuroticism than the general population and medical students, and physicians were less extraverted than surgeons; these personality factors were not related to expressed attitudes.The results suggest that other specialties accept the role of psychiatry, and its integration into the general hospital is not likely to meet with antagonism.     

Enhanced podcasts for teaching biochemistry to veterinary students

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it.     

Studying phenological phenomena in subarctic biomes with international school pupils as citizen scientists

Citizen science can facilitate in‐depth learning for pupils and students, contribute to scientific research, and permit civic participation. Here, we describe the development of the transnational school‐based citizen science project Phenology of the North Calotte. Its primary goal is to introduce pupils (age 12–15; grades 7–10) in northern Norway, Russia, and Finland to the local and global challenges of climate change resulting in life cycle changes at different trophic and ecosystem levels in their backyards. Partnerships between regional scientists and staff from NIBIO Svanhovd, State nature reserves, national parks, and teachers and pupils from regional schools aim to engage pupils in project‐based learning. The project uses standardized protocols, translated into the different languages of participating schools. The phenological observations are centered around documenting clearly defined life cycle phases (e.g., first appearance of species, flowering, ripening, leaf yellowing, snow fall, and melt). The observations are collected either on paper and are subsequently submitted manually to an open‐source online database or submitted directly via a newly developed mobile app. In the long term, the database is anticipated to contribute to research studying changes in phenology at different trophic levels. In principle, guided school‐based citizen science projects have the potential to contribute to increased environmental awareness and education and thereby to transformative learning at the societal level while contributing to scientific progress of understudied biomes, like the northern taiga and (sub)arctic tundra. However, differences in school systems and funding insecurity for some schools have been major prohibiting factors for long‐term retention of pupils/schools in the program. Project‐based and multidisciplinary learning, although pedagogically desired, has been partially difficult to implement in participating schools, pointing to the need of structural changes in national school curricula and funding schemes as well as continuous offers for training and networking for teachers.     

How Spanish primary school students interpret the concepts of population and species

This article presents research concerning the way in which primary school pupils in southern Spain interpret the concepts of population and species. The results show that, for the concept of population, there was an intense anthropocentrism in pupils’ responses, while for the concept of species, only animals were considered as living creatures. These interpretations influence the vision that the students will develop of ecosystems and biodiversity, as well as their respect and care for living beings. We propose some suggestions in order to improve the teaching of these concepts in primary education.     

Biological Evolution on Display: an Approach to Evolutionary Issues Through a Museum

Biological museums can promote interest in evolution and contribute to its understanding. Modern exhibitions generally emphasize the main concepts of evolutionary theory: biodiversity and adaptation. In 2009 at the Zoological Museum of Rome, to celebrate Charles Darwin, a pilot didactic project was carried out for schools and the general public in order to involve people in evolutionary issues, to stimulate interest and at constructing knowledge about evolution. An exhibition consisting of exhibits and laboratory settings was created. The thematic contexts of the exhibition and the practical experiences were aimed at facing some epistemological obstacles that influence the understanding of evolution and at constructing some “framing concepts” that, on the contrary, could facilitate it. The communicative and didactic strategies were all participative and interactive, based on the personal questioning and restructuring of preexisting knowledge. Behaviors, conversations, and comments by the participants were monitored in order to record any possible change of ideas, interests, attitudes, and learning.     

A review of the use of the brine shrimp,Artemia spp,for teaching practical biology in schools and colleges

Brine shrimps are salt water Crustacea that are cheaply, easily, and rapidly reared in schools. In several studies they have proved to be attractive to pupils and valuable for teaching ecology and animal behaviour. Using simple and inexpensive apparatus such as plastic bottles, pipettes, sieves, and magnifiers pupils may investigate their feeding, growth, and development, observe reproductive behaviour and, by means of planned investigations, learn important lessons in animal ecology. Brine shrimps have a demonstrated usefulness for teaching and learning at every level of education — from primary, through secondary science, to undergraduate biology project work. In school, brine shrimps present fewer ethical problems than those posed by the keeping of many other laboratory animals, yet at the same time give opportunity for ethical discussion. The extensive utilitarian use of brine shrimps in research and fisheries may provide a technical and commercial link to classroom science.     

Features of the organization of biopotentials of a cerebral cortex and visceral status at the person at neurotic depression

Researches are spent on 20 patients with various clinical variants of neurotic depression. The regional organization of bioelectric activity of a brain by a method cross-correlation and coherent analysises was studied. Vegetovisceral status was studied by auricular criotest (measuring of cold sensibility of auricular points). It is shown, that the clinical picture of neurotic depression finds reflectance in frame of regional organization EEG. Regional organization EEG is modified depending on a degree of manifestation of the most neurotic depression and concomitant syndromes of alarm and an asthenia. In bunch with a depressive syndrome without concomitant asthenic and disturbing exhibitings the maximum changes are taped in the right frontotemporal range--left posttemporal ranges. In bunch where along with depression the alarm--depression cross-correlation and coherent communications frontotemporal ranges of both hemispheres was taped, strongly pronounced rising cross-correlation attitudes in right occipital ranges. In bunch where depressive and disturbing syndromes were combined with the expressed asthenic exhibitings, depression cross-correlation and coherent communications in frontotemporal ranges of both hemispheres was observed. The clinic of neurotic infringements finds reflection in a specific picture of variations of the spatial organization of electric activity of a brain and in variations of parameters of the vegetovisceral status. Realization of negative emotional conditions at the person is accompanied by variations visceral functions. Thus variations in the central brain structures cover zones of representation of emotional reactions and the zones connected with cortical representation visceral functions. The minimal central regulation, even insignificant central variations can cause vegetovisceral dysfunctions.     

Influence of the Monitored Youth Mentoring Program for adolescents with behavioural problems and behavioural disorders

This aimed to measure the influence of the Monitored Youth Mentoring Program (MYMP) for adolescents with behavioural problems and behavioural disorders. The MYMP commenced in 1997 and was completed in 2003. The model of the program was for one university student of Pedagogy to mentor one pupil between the ages of 13 and 17 years, demonstrating risk seeking behaviours for a whole school year. The specimen group was made up of 141 pupils, approximately 20 pupils from each year level. The short-term goal was to influence positive change in participants demonstrating risk seeking behaviour. The long-term goal was to enhance the respective school's programs to enable preventative approaches to lessen negative and risk seeking behaviours amongst pupils with behavioural problems and behavioural disorders. The research results demonstrate statistically significant success of the applied program in two measured variables. Firstly, learning success (p < 0.05), and secondly a decrease in truancy and disciplinary misdemeanours (p < 0.05). Both of which were observed in participants with behavioural problems. The program was not as successful for participants with behavioural disorders, but not without some effect. Although the program can be generally described as achieving a medium level of success, the fact that there was a lack of progressive worsening in participant's behaviour is a substantial bi-product of the program. The mentors involved in the program made it extremely clear by their feedback that, MYMP positively enhanced their formal Pedagogy training, through hands-on practise that they otherwise would not have received through their academic programs. They were provided with vital exposure to a preventative program and managed to gain insight into the possibilities of introducing early intervention and prevention into Croatian schools.     

研究型教学模式在食品微生物学教学中的应用与实践

针对学校、生源及课程特点,探讨研究型教学模式对食品微生物学教学效果的影响。教学改革过程中,强调学生创新能力和综合素质的培养,注重理论教学、实验教学及课外科研活动的协调,加强过程管理。教学实践表明,研究型教学模式改变了学生学习方式,提高了科研能力,教学质量明显提高。     

A psychophysiological analysis of the efficiency of instructing schoolchildren]

Examination of 163 schoolboys in higher forms has revealed that strength of the nervous system and functional state of the CNS (functional level of the system, level of functional possibilities, arousal and reaction stability) do not differ in schoolchildren with various progress in learning. The school teaching efficiency correlated with parameters of strength of the nervous system only in excellent and good pupils, the functional state of the nervous system being of importance for their teaching, especially its such parameters as arousal, level of functional possibilities and reaction stability. In pupils with poor progress those correlations were absent.     

Local advisers for the teaching of microbiology in schools

The purpose of this study was to examine the effect of formal teaching of ethical issues related to science on middle school students' attitudes towards science and science achievement. A total of 132 Grade 8 (age 13 – 14years) students in Seoul participated, who were divided into the control and the experimental group. Student attitude toward science was assessed using a questionnaire before and after the intervention which composed of five sub-categories: students' interest level in science, students' perception of the practicality of science knowledge, student's opinion on how science is defined, students' perception of the relationships within science, scientists and society, and students' perception of the value of science. The study further examined whether teaching ethical issues in science had any effect on students' achievement level by means of a pre- and post-test evaluation.

The results of this study showed that teaching ethical issues in science had a positive influence on the students' attitudes toward science, specifically, the interest level in science (p = 0.028) and perception of practicality of science knowledge (p = 0.044). However, there was no statistically significant difference in science achievement level between the control and experimental groups. The results imply that there is a need to explore ethical issues in science education, and that incorporating various materials on the ethical perspectives of science and technology in educational material will promote students' positive attitude towards science.     

Affective Attitudes of Children and Adults in Relation to the Pupil Diameter of a Cat: Preliminary Data

ABSTRACT

Children from ages 9 to 11 years, as well as adults, express a preference for the picture of a cat with constricted pupils in relation to the same picture with dilated pupils. There was no difference for children from ages 4 to 6 years. The discussion concerns the mechanisms and determinants of these affective attitudes.     

Infra-Slow Oscillation (ISO) of the Pupil Size of Urethane-Anaesthetised Rats

Multiplicity of oscillatory phenomena in a range of infra-slow frequencies (<0.01 Hz) has been described in mammalian brains at different levels of organisation. The significance and manifestation in physiology and/or behaviour of many brain infra-slow oscillations (ISO) remain unknown. Examples of this phenomenon are two types of ISO observed in the brains of urethane-anaesthetised rats: infra-slow, rhythmic changes in the rate of action potential firing in a few nuclei of the subcortical visual system and a sleep-like cycle of activation/deactivation visible in the EEG signal. Because both of these rhythmic phenomena involve brain networks that can influence autonomic nervous system activity, we hypothesised that these two brain ISOs can be reflected by rhythmic changes of pupil size. Thus, in the present study, we used simultaneous pupillography and ECoG recording to verify the hypothesised existence of infra-slow oscillations in the pupil size of urethane-anaesthetised rats. The obtained results showed rhythmic changes in the size of the pupils and rhythmic eyeball movements in urethane-anaesthetised rats. The observed rhythms were characterised by two different dominant components in a range of infra-slow frequencies. First, the long component had a period of ≈29 minutes and was present in both the irises and the eyeball movements. Second, the short component had a period of ≈2 minutes and was observed only in the rhythmic constrictions and dilations of the pupils. Both ISOs were simultaneously present in both eyes, and they were synchronised between the left and right eye. The long ISO component was synchronised with the cyclic alternations of the brain state, as revealed by rhythmic changes in the pattern of the ECoG signal. Based on the obtained results, we propose a model of interference of ISO present in different brain systems involved in the control of pupil size.     

Natural selection as an emergent process: instructional implications

Student reasoning about cases of natural selection is often plagued by errors that stem from miscategorising selection as a direct, causal process, misunderstanding the role of randomness, and from the intuitive ideas of intentionality, teleology and essentialism. The common thread throughout many of these reasoning errors is a failure to apply ‘population thinking’. Students fail to recognise that natural selection refers to changes in the distribution of certain traits at the population level, the collective, resulting from interactions between individual organisms and their environment at the next lower level in the system. Processes like selection are emergent processes in hierarchical systems, where patterns in a collective are generated by interactions at the lower level. By helping students develop an emergent process schema that enables them to recognise that even random interactions at one level in a system can generate predictable patterns at a higher level, their understanding of natural selection should improve. Some studies have shown this to be an effective approach for teaching other emergent processes. Instructional recommendations based on these studies are presented here, but more research is needed to determine the full extent to which this approach can improve students’ understanding.     

The activity of the monoaminergic systems of the rat hypothalamus in acute stress after chronic stressing]

The influence of chronic stress (footshock combined with randomized light flashes) on acute stress-induced (immobilization) release of noradrenaline, dopamine and serotonin in rat lateral hypothalamus was assessed by microdialysis. The chronic stress resulted in an increase and prolongation of the acute stress-induced release of noradrenaline but not of dopamine and serotonin. The increased rate of accumulation of dioxyphenylacetic acid and unchanged accumulation of homovanillic acid (dopamine metabolites) and dopamine during and after the acute stress in chronically stressed animals reflect a rise of synthetic activity of catecholaminergic systems in response to acute stress and reuptake increase. Marked stress-induced increase in hydroxyindoleacetic acid in chronically stressed rats without any changes in the ST dynamics may be regarded in a similar way. A significant increase in potassium-stimulated release of all the studied monoamines was found while their basal level remained unchanged. The conclusions was made that the hyperergic release of neurotransmitters may be the basis of an inadequate response of animals to acute stress, i.e., one of the neurotic symptoms.