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Philip, Judith M. D.; Taber, Keith S. – Journal of Biological Education, 2016
School science practical activities have been criticised for exposing learners to a series of phenomena disconnected from the conceptual frameworks needed to understand them. Such activities are successful in the "domain of observables" but not the "domain of ideas". Few resources exist for classroom teachers wishing to improve…
Descriptors: Biology, Inquiry, Active Learning, Hands on Science
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Scott, Graham W.; Boyd, Margaret; Scott, Lisa; Colquhoun, Derek – Journal of Biological Education, 2015
This paper considers a range of factors that may contribute to an unwillingness or inability of teachers to participate in the teaching of biology through fieldwork. Through a synthesis of the views of both pre-service teachers in training and primary school teachers in practice we explore the relative importance of a wide range of potential…
Descriptors: Biology, Barriers, Field Instruction, Student Attitudes
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Journal of Biological Education, 2014
As education in England emerges from a major curriculum review (DfE 2013), the next few years will see significant changes in what is taught in schools and how this is assessed. As a core subject, under the current proposals, all students, from the beginning of primary school until age 16, will study science in some detail. Biology is an exciting,…
Descriptors: Biology, Secondary School Science, Curriculum Development, Curriculum Evaluation
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Gioka, Olga – Journal of Biological Education, 2007
Assessment for learning is any assessment for which the first priority is the promotion of pupils' learning. The purpose of this current study was to explore the extent to which science teachers use assessment for learning when they teach biology in secondary classes. A year-long study with nine secondary science teachers in four schools in the…
Descriptors: Foreign Countries, Feedback (Response), Biology, Teacher Effectiveness
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Reiss, Michael J. – Journal of Biological Education, 2005
Of all the sciences, biology has probably made the most rapid progress in recent years and the need for this to be reflected in a new Advanced Level biology course has long been recognised in the UK. After wide-ranging consultation and successful piloting in over 50 schools and colleges in England and Wales, the new Salters-Nuffield Advanced…
Descriptors: Biology, Foreign Countries, Advanced Courses, Data Analysis
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Burden, Jenifer; Hall, Angela – Journal of Biological Education, 2005
Over the past two decades, science has become established as a core school subject in schools in England and Wales, taken by all students aged 5 to 16. But increasingly questions have been raised about the suitability for many students of the curriculum they are required to follow (Murray and Reiss, 2005). From September 2006, schools in England…
Descriptors: Curriculum Development, Foreign Countries, Science Curriculum, Biology
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Tilling, Steve – Journal of Biological Education, 2004
The paper describes a national survey of biology teachers visiting Field Studies Council (FSC) centres in England and Wales. It provides data on levels of biology fieldwork at ages 11-16 (Years 7-11), and factors affecting A-level biology fieldwork provision at ages 16-19 (Years 12 and 13). The results are compared with similar data from geography…
Descriptors: Foreign Countries, Field Studies, Biology, Secondary School Teachers
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Hall, Angela; Reiss, Michael J.; Rowell, Cathy; Scott, Anne – Journal of Biological Education, 2003
Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the…
Descriptors: Foreign Countries, Instructional Design, Pilot Projects, Educational Technology
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Hale, Monica – Journal of Biological Education, 1991
The effect of the introduction of the National Curriculum on ecology teaching in England and Wales is assessed. The ecological content of the new curriculum is compared with practicing ecologists' views of what constitutes ecology. (Author)
Descriptors: Biology, British National Curriculum, Conservation (Environment), Curriculum Development
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Welford, A. G.; Donnelly, A. F. – Journal of Biological Education, 1989
This paper shows that more pupils take biology than the other sciences in England. Biology attracts pupils of all abilities and girls in particular. Performance data reported suggests that the study of biology is not as effective in enhancing science performance as are the physical sciences. (CW)
Descriptors: Biological Sciences, Biology, Females, Foreign Countries
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Tvanter, John – Journal of Biological Education, 1987
Describes, compares, and evaluates available syllabi for biology instruction in England and Wales. Provides a checklist to be used in the analysis of syllabuses and summarizes main features of assessment schemes employed in the different options. (ML)
Descriptors: Biology, Curriculum Evaluation, Developed Nations, Evaluation Criteria
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Thomas, Adrian – Journal of Biological Education, 1972
Descriptors: Biology, Curriculum, Educational Certificates, Inservice Teacher Education
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Journal of Biological Education, 1972
Presents tabulations of data from a questionnaire survey of English Colleges of Education. Data concern the position of biology as a component of courses for trainee teachers. (AL)
Descriptors: Biology, College Science, Course Descriptions, Enrollment
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Kelly, P. J. – Journal of Biological Education, 1972
Teacher motivation, class size, type of school (administrative arrangement), and instructional facilities available had little differential influence on student achievement in the trials of the Nuffield A-Level Biology course. The mean achievement of the students in the schools tended to reflect the general calibre and aspirations of past and…
Descriptors: Achievement, Biology, Class Size, Educational Environment
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Slater, F. M. – Journal of Biological Education, 1972
Describes techniques for studying historic changes in climate by analysis of pollen preserved in peat bogs. Illustrates the methodology and data analysis techniques by reference to results from English research. (AL)
Descriptors: Biology, Botany, Ecology, Field Studies
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