-The aim of this study is to examine the effect o f the teaching intervention with REA CT strategy on grade 11 students' attitudes, motivations, perceptions of inquiry learn ing skills and the retention of understanding of photosynthesis topic. The sample comprised of a total of 52 (32 female, 20 male) grade 11 students drawn fro m two intact classes in a secondary school in center of Kars. "Photosynthesis" topic in the 11th grade secondary school biology curriculum was taught through REA CT strategy. Within an instrumental case study, the data were collected by means of "Attitude Scale towards Biology Course (ASBC)", "Motivation Scale towards Bio logy Course (MSBC), "Inquiry Learn ing Skills Perception Scale (ILSPS) and "Photosynthesis Achievement Test (PAT)" and semi-structured interviews. The findings of the study indicated that the teaching intervention didn't result in statistically significant effects on the students' attitudes, motivations, perceptions of inquiry learning skills, but increased the retention of learn ing. Similar to this study, different studies can be implemented with various branches and different topics of biology.
This paper provides a descriptive content analysis of biology education research papers published in eight major academic journals indexed in Social Science Citation Index [SSCI] of Thomson Reuters® from 1997 to 2014. Total of 1376 biology education research [BER] papers were examined. The findings indicated that most of the papers were published in the JBE and IJSE, and frequently studied topics were environment and ecology, genetics and biotechnology, and animal form and function. The findings were also indicated that learning, teaching and attitudes was in the forefront as the frequently investigated subject matters, undergraduate and secondary school students were mostly preferred as sample group and sample size mostly varies between 31-100 and 101-300. In addition, it was found out that interactive qualitative research designs were mostly preferred. Besides, that single data collection tool was generally used and this data collection tool included questionnaires, interviews and documents. Finally, frequency/percentage tables, central tendency measures, statistical analysis such as ttest and ANOVA/ANCOVA and content analysis were commonly used as data analysis.
This paper reports on a content analysis of 633 biology education research [BER] papers published by Turkish science educators in national and international journals. The findings indicate that more research has been undertaken in environment and ecology, the cell and animal form and functions. In addition learning, teaching and attitudes were in the forefront as the frequently investigated subjects. Undergraduate and secondary school students were mostly studied and the sample size mostly varied between 31-100 and 100-300 and also, quantitative research was mostly preferred. Besides, commonly used data collection tool included; achievement tests, questionnaires and attitude scales and the commonly used data analysis and presentation techniques were frequency/percentage tables, central tendency measures, t-tests and ANOVA/ANCOVA analyses.
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