It is common for students to enter the class with various understandings of a biological concept. Any misconceptions, if left unaddressed, can persist and become more difficult to correct as students progress through their studies. Identifying and eliminating these misconceptions early is crucial. This study identified misconceptions held by elementary-grade students about the "Growth of Plants". It investigated the reasons behind the misconceptions in a government Hindi Medium School in the suburban area of Mumbai, Maharashtra, India. The study utilized a drawing method to identify the misconceptions. After diagnosing the misconceptions, a hands-on constructivist pedagogical approach was utilized to remediate the students' misconceptions. This approach consisted of three activities: student-led plant cultivation from seeds, experiments altering environmental conditions necessary for growth, and training using photographs depicting each stage of the plant life cycle. A thematic analysis for a holistic understanding of plant parts and plant growth was adopted for the study. This study revealed the effectiveness of drawing methods to diagnose misconceptions; some were similar to those in previous studies, such as the fact that seeds are not alive and attributing anthropomorphic explanations for the growth of plants. The hands-on constructivist pedagogical approach involving collaborative learning led to conceptual change, evidenced by the post-tests (drawings and interviews) conducted.

This case study determined whether classroom management approaches (CMA) to teaching cell division and Mendelian genetics vary based on years of teaching. Specifically, comparisons among four Grade 8 teachers—two beginning teachers and two experienced teachers—were made with respect to facilitating skills, metacognitive techniques, and personality construct dimensions. Initial interviews documented the teachers’ knowledge and ideas about cell division and Mendelian genetics, after which video recordings of the actual teaching sessions were done for 10 days. Follow-up interviews were also done for clarification. The transcribed interviews and observations were subjected to qualitative analysis. The findings indicate that one experienced teacher and two beginning teachers demonstrated stronger CMA than the remaining experienced teacher, who did not show much facilitating skills, demonstrated fewer metacognitive techniques, and failed to project a strong personality. With the results, CMA partially varies based on years of teaching. This teacher should be encouraged to retool and upgrade skills through training and workshops. This case study may serve as a basis for school heads’ planning of programs for continuous professional development on classroom management. Likewise, it is recommended to take into account a greater population size as well as apply a specific statistical tool in the analysis.

Taxidermy plays an enabling role in advancing research and supporting formal and informal education. This study provides recommendations for improving the design, delivery, and evaluation of taxidermy training and learning transfer based on an assessment of a hands-on taxidermy training offered as a public service by the University of the Philippines Tacloban College and the National Museum of the Philippines. Using Kirkpatrick’s four levels of assessment, this study evaluated the implementation of the training and the extent of learning transfer by measuring the participants’ knowledge retention and behavioral changes two years after the training in February 2020. The findings indicate that participants were generally satisfied with the training and acquired valuable knowledge and skills. Enhancing program design, delivery, and participant engagement, strengthening monitoring and assessment methods, and integrating structured post-training activities would help reinforce learning transfer. Addressing these areas will enable future training programs to foster a more effective learning environment and encourage more individuals to pursue taxidermy either as a practical learning experience, a full-time hobby, or a career. As demonstrated in this study, incorporating taxidermy as a supplement to laboratory activities, even though it is not part of the curriculum or standard instruction in Biology courses, can provide students with practical learning experiences that may benefit their future careers and enhance their appreciation of both science and the arts, as taxidermy involves both scientific and artistic skills.

This study examined changes in students’ awareness of river environments and the formation of their behavioral attitudes through a diatom-based educational program implemented in secondary schools in India, Japan, and the United States. The program used past and present diatom specimens, river photographs, and the SimRiver simulator to help students understand the relationship between human activities and river water quality. Text mining analysis, using TWINSPAN and Correspondence Analysis, revealed a significant increase in environmental awareness among students after the lessons. The qualitative analysis of students’ responses revealed distinct patterns in their behavioral attitudes. In the Indian groups, a relatively high proportion of students exhibited autonomous and action-oriented attitudes. In contrast, Japanese students frequently showed concern for environmental issues, but their responses often reflected other-dependent thinking. Students in the U.S. group offered fewer behavior-related responses, which may be attributed to the favorable local environment, the geographical disconnect between the lesson materials and the students’ everyday surroundings, and the generally shorter nature of their written responses. The program demonstrated its effectiveness in raising students’ environmental awareness and supporting the development of attitudes toward action. Furthermore, incorporating historical and international comparisons appeared to promote the transition from awareness to action among students. These findings suggest that such lesson programs may serve as valuable contributions to education for Sustainable Development Goal 6 (SDG 6).

Many parts of secondary and tertiary biology curricula in Australia have opportunities for students to undertake research. Biodiversity loss is a major concern to the environmental health of planet Earth and forms parts of the secondary school science subjects, and also biology courses at universities. Here I describe a potential student research project that in-vestigates the loss of biodiversity. It is illustrated by a case study in loss of mammal species in a region of Victoria, Australia. The investi-gation involved searching books and reports written in the 19th Century after European settlement of Victoria that include reference to mammals that once lived in the south-west of the State. Sources were searched detailing past and present distributions of mammals. As well, newspapers (es-pecially regional ones) were searched for mentions of mammals in the same time period. Finally, articles on sub-fossil (Holocene) deposits that contain mammalian remains in the region were ac-cessed. The technique could be applied to any flora or fauna group and the causes of extirpation could be investigated. The case study is an example of a biology research project for senior secondary or tertiary students to carry out in their own locality.

This study reports on the content and results of an online science program related to genes conducted with 22 children, aged 4–8 years, attending Japan’s Ehime University Kids Academia. Scientific reasoning abilities are present from early childhood, and it has been shown that young children can form evidence-based hypotheses during exploratory play. Therefore, we developed a science course on the theme of “gene”, with activities designed to explore the peculiarities of its structure and formulate hypotheses about its functions. The instructor lectured on genes and living organisms. The children then considered why genes have a helical structure while examining a genetic craft model. They inquired about the function of genes that enable Tibetans to live in high mountains with limited oxygen. Half of the children attempted to use their existing knowledge to provide a scientific explanation for their ability to survive. Furthermore, after completing the online science program, some children were able to apply their knowledge of the function of “gene” to explain other tasks as well. This case study demonstrates that young children can think critically and formulate hypotheses about advanced scientific concepts, such as “gene”, through simple online science activities.

This study aimed to investigate how native and alien organisms, particularly en-dangered and invasive alien species, are treated in relation to biodiversity and its conservation in Basic Biology courses at Japanese upper secondary schools. To this end, the current Japanese Upper Secondary School National Curriculum Standard (USS-NCS), its Guidelines and currently used Basic Biology textbooks were ex-amined. The current USS-NCS does not address the treatment of native and alien organisms like its predecessor, but its Guidelines cite the introduction of alien spe-cies as an example of anthropogenic disturbances and recommend that its adverse effects on native organisms be explained in Basic Biology course. In all ten Basic Biology textbooks surveyed, the terms "native organisms", "endangered species", "Red List", and "alien organisms" were found in the sections related to biodiversity and its conservation. In addition, some terms related to them, such as "endemic species", "rare species", "Red Data Book", "the IUCN Red List of Threatened Spe-cies", "the Invasive Alien Species (IAS) Act", and "designated invasive alien species (DIAS) under the IAS Act", were found in more than half of these textbooks. However, some textbooks were lacking a sufficient explanation of some of these terms. Some textbooks also were lacking the explanation of the measures to con-serve native organisms and those to combat the deleterious impacts of invasive alien species. Among organisms appearing in the sections related to biodiversity and its conservation of these textbooks, 71 species (55 animals, 15 plants and one protist) were extinct or endangered ones in Japan though some of them were not clearly mentioned as endangered ones. There was almost no mention of extinct or en-dangered species overseas, probably because the Basic Biology course focuses on ecosystem problems within Japan. There were 52 species (38 animals and 14 plants) of DIAS and "invasive alien species that require control measures" found in the ten textbooks. Some of them also were not clearly stated as these kinds of alien species. The number of extinct or endangered native species and invasive alien species in Japan appearing in each textbook varied widely, ranging from nine to 31 and from two to 33, respectively. Description of "alien species of domestic origin" was found in only three textbooks and description of "species native to Japan as invasive alien species overseas" was found in only two textbooks. The results of the survey of current Basic Biology textbooks indicate that emphasis is placed on the treatment of invasive alien species, reflecting the descriptions in the USS-NCS Guidelines. There were also many cases where terms were not sufficiently defined or explained, and some essential information on native and alien organisms was lacking. Although an increase in endangered species is not the only indication of a decline in biodiversity in an ecosystem, it would be good to have more description of the protection and conservation of native species. As an example of biodiversity conservation, text-books should stress that properly managed ecosystems, such as SATOYAMA (countryside forests) and wetlands, have a high level of biodiversity.