Black sea bream, Acanthopagrus schlegelii, is among the most commercially valuable species in the coastal fishery industry and marine ecosystems. Catch data comprising capture locations for the gillnet fisheries, remotely sensed environmental data (i.e., sea surface temperature, chlorophyll-a concentration, and current velocity), and topography (bathymetry) from 2015 to 2018 were used to construct a spatial habitat distribution of black sea bream. This species is concentrated in coastal waters (<3 nm) from December to April (spawning season). The maximum entropy (MaxEnt) method and corresponding habitat suitability index among seasons were used to clarify the species’ spatial distribution and identify the seasonal variations in habitat selection. The patterns corresponded closely to the changes in oceanographic conditions, and the species exhibited synchronous trends with the marine environment’s seasonal dynamics. Chlorophyll-a concentration and bathymetry substantially influenced (80.1–92.9%) black sea bream’s habitat selection. By applying the MaxEnt model, the optimal habitats were identified with four variables including depth and satellite-derived temperature, current velocity and chlorophyll-a concentration, which provides a foundation for the scientific assessment and management of black sea bream in coastal waters of the Eastern Taiwan Strait.
This study aims to know if there were misconceptions or not in biology textbooks and the percentage ofeach category misconception of eubacteria in biology textbook for grade X senior high school based on curriculum2013 in Kisaran. This research is a qualitative descriptive research with content analysis approach. Textbooks whichanalyzed are biology textbooks for senior high school curriculum 2013 and used in Kisaran by using saturatedsampling technique. Identification of the misconception are divided into 5 categories namely undergeneralization,obsolete concept and terms, oversimplification, overgeneralization, and misidentification. The data obtaineddescriptively by calculating the frequency of each category. The results showed that misconceptions that was foundin the textbooks A and B. Misconceptions categories at the textbooks found out obsolete concept and terms,overgeneralization, and misidentification. In the textbook A was found on eubacteria.The percentage ofmisconception categories in textbook A on eubacteria was obsolote concept and terms 100%. In the textbook Bwas found on eubacteria. The percentage of misconception category in textbook B on eubacteria was obsoleteconcept and terms 33,33%, overgeneralization 33,33%, and misidentification 33,33%.Keywords: Misconception, Textbook, Eubacteria, Curriculum 2013
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