project topics related to biology education

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Biology education project topics for final year students

project topics related to biology education

Choosing the right final year project topic is crucial for biology education students. It not only showcases their knowledge and understanding but also sets the foundation for future research and career prospects. In this digital age, finding reliable and comprehensive resources can be a challenge. However, samphina.com.ng has emerged as the leading website, offering an unparalleled collection of high-quality final-year project topics for biology education . Its extensive range of topics, user-friendly interface, updated content, detailed abstracts, quality assurance, and supportive community make it the ideal platform for students seeking inspiration and guidance for their final-year projects. By leveraging the resources provided by samphina.com.ng, students can embark on their research journey with confidence, setting the stage for a successful future in the field of biology education.

Below are some list of final year project topics for Biology Education Students. List of Biology Education Project Topics For Final Year Students 1. Empirical Study Of Inclusive Education And The Effects On Teaching Of Biology 2. Effect Of Two Modes Of Blended Teaching Approach On Student Achievement In Biology 3. Comparative Analysis Of Biology Delivery Contents In Conventional And Universities 4. Impact Of Projected Instructional Media On Secondary School Students Academic Achievement In Biology 5. Effect Of Banditry On Biology Student In Federal College Of Education Kontagora, Niger State 6. Assessment Of The Availability And Adequacy Of Audio Visual Resources In Teaching Biology Education 7. Information And Communication Technology Competence Possessed By Biology Teachers In Secondary Schools In Enugu State 8. The Impact Of Parents Socio-Economic Status On The Academic Performance Of Secondary School Biology Student 9. Teachers Attitude And Competence In Practical Skills As Correlates Of Students’ Performance In Biology

10. Effects Of Cooperative Learning Strategy On Biology Students Academic Achievement And Retention In Senior Secondary Schools, Jigawa State, Nigeria 11. The Impact Of Biology Education In Tertiary Institution Of Learning 12. Effect Of Mode Of Laboratory Work On Senior Secondary School Students’ Achievement In Biology 13. Safety Measures For The Prevention Of Laboratory Accidents Among Secondary School Biology Students 14. Effects Of 7E-Learning Cycle Model On Academic Performance Of Students In Biology 15. The Use And The Learning Outcome Of Smart Devices By Biology Teachers In The Post Covid19 Era 16. A Survey Of Biology Laboratories And Its Impact On Students Achievement In SSCE NECO Examination 17. Effects Of Teachers’ Knowledge Of Subject Matter, Utilization Of Resources And Classroom Management On The Academic Achievement Of Students In Biology 18. Effect Of Family Background Variables On Secondary School Students’ Academic Achievement In Biology 19. Students’ Perception Of Biology Classroom Environment On Their Academic Achievement In Senior Secondary Schools 20. Impact Of Indigenous Practices On Senior Secondary School Biology Students’ Achievement 21. The Effect Of Task Size On Secondary School Students’ Achievement In Biology 22. The Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning In Selected Schools 23. Impact Of Biology Education In The Development Of Nigeria

24. The Effect Of Socio-Economic Background On Academic Performance Of Secondary School Biology Student 25. Constraints Of Effective Teaching And Learning Of Biology 26. Teachers Awareness And Utilization Of ICT Facilities In Teaching Biology In Osun State 27. Abundance Of Mosquito Species Within Yobe Metropolis 28. Adequate Use Of Teaching Materials In Promoting Biology Teaching And Learning In Public Secondary School 29. Relationship Between Emotional Intelligence And Academic Achievement Of Senior Secondary School Students In Biology 30. The Effects Of Two Teaching Methods On Secondary School Students Performance In Biology. 31. Influence Of Modelling On Biology Students Achievement In Secondary Schools At Enugu East Local Government 32. The Effect Of Improvisation Of Instructional Materials For Biology Instruction In Senior Secondary Schools 33. Effects Of Modelling On Students Performance In Biology In Some Selected Secondary Schools 34. Relative Effects Of Teacher – Directed And Student – Directed Instructional Strategies On Students’ Environmental Knowledge In Biology 35. Personality Trait And Academic Performance In Biology Of Secondary School Students In Boki Local Government Area Cross River State 36. Psychological Factors Influencing Students’ Academic Achievement In Biology In Some Selected Secondary Schools In Ilorin, Kwara State 37. Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Biology In Senior Secondary Schools 38. Causes Of Failure In Senior Secondary School Biology 39. Investigation To The Influence Of Instructional Material On Teaching Of Biology And Academic Achievement Among Nursing School Student In Ilorin,Kwara State 40. Effect Of Teaching Aids On Students Academic Performance In Biology (A Case Study Of Selected Secondary Schools In Port Harcourt Rivers State) 41. Impact Of Biology Education Towards Achieving Sustainable National Development

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35+ Fascinating Biology Project Ideas to Ignite Your Scientific Curiosity

Are you a biology enthusiast in search of exciting project ideas to delve deeper into the captivating world of living organisms? Look no further! In this blog, we have compiled a diverse list of 10 fascinating biology project ideas that will spark your scientific curiosity and propel your understanding of the intricate mechanisms of life.

Embark on a journey of discovery as you explore the wonders of biology with these captivating project ideas. Unleash your creativity, develop critical thinking skills, and delve into the fascinating intricacies of life itself. So, let’s dive in and explore the realm of biology with these 10 thought-provoking project ideas that will elevate your scientific exploration to new heights!

What is Biology?

Table of Contents

Biology is the scientific study of living organisms and their interactions with their environment. It is a branch of science that focuses on understanding the structure, function, growth, evolution, and distribution of living organisms. The field of biology encompasses a wide range of topics, from the molecular level, examining the building blocks of life, to the study of ecosystems and the complex interactions between organisms.

Biology is an incredibly diverse field, with various sub-disciplines that focus on specific aspects of life. These include molecular biology, genetics, microbiology, ecology, physiology, and many more. Researchers in biology employ a wide array of techniques, ranging from microscopic observation and laboratory experiments to advanced technologies such as DNA sequencing and computational modeling.

Importance of Biology Project

Biology projects play a crucial role in education and scientific exploration by providing hands-on learning experiences and fostering a deeper understanding of biological concepts.

Here are some key reasons highlighting the importance of biology projects:

Practical Application: Biology projects allow students and researchers to apply theoretical knowledge to real-world scenarios. By engaging in experiments, data collection, and analysis, project participants gain a practical understanding of biological principles and concepts.

Critical Thinking and Problem-Solving Skills: Biology projects require students to think critically, formulate hypotheses, design experiments, and interpret results. This cultivates essential problem-solving skills, analytical thinking, and scientific reasoning abilities that are applicable in various academic and professional contexts.

Experiential Learning: Biology projects provide hands-on experiences that go beyond textbooks and lectures. They offer a chance to actively explore biological phenomena, conduct experiments, and make observations. This experiential learning approach enhances retention and deepens comprehension of the subject matter.

Personalized Learning: Projects offer flexibility and allow students to pursue areas of personal interest within the vast field of biology. This individualized approach fosters a sense of ownership and motivation, as students can explore topics that resonate with their curiosity and passions.

Collaboration and Communication: Biology projects often involve teamwork, encouraging collaboration, communication, and the exchange of ideas. Students learn to work effectively in groups, share responsibilities, and present their findings, developing essential interpersonal and communication skills.

Scientific Methodology: Engaging in biology projects familiarizes students with the scientific method, including formulating hypotheses, designing experiments, collecting data, analyzing results, and drawing conclusions. These foundational scientific skills are transferrable to other scientific disciplines and provide a framework for future research endeavors.

Innovation and Creativity: Biology projects encourage innovation and creativity by allowing students to explore new ideas, develop novel approaches, and find unique solutions to scientific questions. This fosters an entrepreneurial mindset and prepares students to tackle real-world challenges in the ever-evolving field of biology.

Career Exploration: Biology projects provide a glimpse into various career paths within the biological sciences. By undertaking projects, students can explore different areas of biology and gain insights into potential future careers, helping them make informed decisions about their academic and professional trajectories.

How To Find The Right Biology Project Ideas

Finding the right biology project ideas can be an exciting and rewarding process. Here are some steps you can follow to discover project ideas that align with your interests and goals:

Identify your interests: Start by reflecting on your personal interests within the field of biology. Consider which topics or aspects of biology intrigue you the most. Are you fascinated by genetics, ecology, cellular biology, or microbiology? Identifying your interests will help narrow down the scope of potential project ideas.

Research current trends and advancements: Stay updated with the latest developments and trends in biology. Read scientific journals, browse reputable websites, and follow biology-related news to learn about recent discoveries and breakthroughs. This will inspire you and give you ideas for projects that are at the forefront of scientific exploration.

Consult with your instructor or mentor: Seek guidance from your biology teacher, professor or a mentor who can provide valuable insights and suggestions. They have a wealth of knowledge and experience in the field and can help steer you in the right direction. Share your interests and goals with them, and they can offer guidance on project ideas that align with your strengths and the resources available to you.

Brainstorm and make a list: Set aside dedicated time to brainstorm project ideas. Grab a pen and paper or use a digital document to jot down any potential ideas that come to mind. Don’t worry about evaluating them at this stage—simply let your creativity flow and write down any biology-related topics or questions that pique your interest.

Explore existing projects: Look for inspiration from previous biology projects that have been conducted by students or researchers. Search online databases, science fair websites, or scientific journals to find examples of biology projects. Analyze these projects to understand their methodology, scope, and findings. This can spark new ideas or provide a foundation upon which you can build your own unique project.

Consider available resources and constraints: Take into account the resources and constraints that you have access to. This includes laboratory equipment, materials, time, and expertise. Ensure that your project idea is feasible within the given constraints. If certain resources are not readily available, think creatively about alternative approaches or seek assistance from your instructor or mentor.

Collaborate with peers: Engage in discussions with fellow biology enthusiasts, classmates, or friends who share similar interests. Brainstorm project ideas together, bounce off ideas, and offer feedback to one another. Collaborative thinking can often lead to new and innovative project ideas that you may not have considered on your own.

Prioritize feasibility and impact: Evaluate your list of potential project ideas based on their feasibility and potential impact. Consider the resources required, the level of complexity, and the relevance of the project to current scientific knowledge. Choose an idea that is achievable within the given time frame and has the potential to contribute to the field of biology or address a specific research question.

30+ Biology Project Ideas

1. Investigating the effects of different types of fertilizers on plant growth: Compare the growth and health of plants treated with different fertilizers or organic matter.

2. Studying the impact of temperature on enzyme activity: Determine how temperature affects the activity of an enzyme by conducting experiments at different temperatures.

3. Examining the effectiveness of natural remedies in inhibiting bacterial growth: Test the antimicrobial properties of various natural substances, such as garlic, honey, or tea tree oil, against common bacteria.

4. Investigating the impact of pH on the rate of photosynthesis: Explore how different pH levels affect the rate of photosynthesis in aquatic plants.

5. Analyzing the effect of different light wavelengths on plant growth: Observe how plants respond to different colors of light and determine which wavelengths are most beneficial for growth.

6. Investigating the factors affecting seed germination: Explore the influence of variables like light, temperature, water availability, and seed treatments on seed germination rates.

7. Examining the effect of caffeine on heart rate: Determine the impact of caffeine on heart rate by conducting experiments with different concentrations of caffeine on a small organism like a daphnia.

8. Studying the impact of pollution on aquatic organisms: Investigate the effects of pollutants (e.g., heavy metals, pesticides) on the health and behavior of aquatic organisms, such as fish or invertebrates.

9. Analyzing the biodiversity and abundance of microorganisms in different soil samples: Collect soil samples from various locations and study the microbial communities present using techniques like culturing or DNA analysis.

10. Investigating the effects of different music genres on plant growth: Expose plants to different genres of music and observe if there are any discernible effects on growth.

11. Studying the impact of different antibiotics on bacterial growth: Test the effectiveness of various antibiotics against different strains of bacteria using agar plates and measuring zones of inhibition.

12. Analyzing the effectiveness of natural insect repellents: Test the repellent properties of natural substances, such as citronella, eucalyptus , or lavender, against common insects like mosquitoes or fruit flies.

13. Investigating the influence of exercise on heart rate recovery: Measure heart rate before and after exercise to study how quickly the heart rate returns to resting levels.

14. Examining the effect of temperature on the hatching success of eggs: Incubate eggs at different temperatures to determine the optimal range for successful hatching.

15. Analyzing the impact of different types of water (tap water, bottled water, etc.) on plant growth: Monitor the growth and health of plants watered with different types of water sources.

16. Investigating the effects of different food preservatives on microbial growth: Test the antimicrobial properties of various food preservatives by measuring the growth of microorganisms in treated samples.

17. Studying the impact of light intensity on the rate of photosynthesis: Measure the rate of oxygen production by aquatic plants exposed to different light intensities.

18. Analyzing the effect of temperature on the respiration rate of yeast: Measure the carbon dioxide production by yeast at different temperatures to study the influence on respiration.

19. Investigating the impact of pollution on plant pigments: Expose plants to pollutants and measure changes in leaf pigments, such as chlorophyll, as an indicator of stress.

20. Studying the effect of different types of soil on plant growth: Compare the growth and health of plants grown in different soil types, such as sandy soil, clay soil, or loamy soil.

21. Analyzing the impact of electromagnetic radiation on seed germination: Expose seeds to various forms of radiation (e.g., microwaves, UV light) and observe their germination rates compared to control groups.

22. Investigating the effects of different light cycles on circadian rhythms in organisms: Study how changes in light-dark cycles affect the behavior and physiology of organisms with circadian rhythms.

23. Analyzing the impact of microplastics on aquatic organisms: Examine the effects of microplastic pollution on the growth, development, and behavior of aquatic organisms like fish or zooplankton.

24. Investigating the effects of different concentrations of carbon dioxide on plant growth: Manipulate carbon dioxide levels in a controlled environment and measure the growth response of plants.

25. Studying the impact of various water pollutants on the health of aquatic plants: Expose aquatic plants to different pollutants, such as heavy metals or pesticides, and observe their growth and physiological responses.

26. Analyzing the effect of different fruit juices on tooth enamel erosion: Immerse tooth samples in various fruit juices and observe the effects on enamel erosion using techniques like surface analysis or microscopy.

27. Investigating the influence of temperature on insect behavior: Observe the behavior of insects, such as ants or bees, under different temperature conditions to understand their activity patterns and preferences.

28. Studying the impact of different types of food on microbial fermentation: Measure the production of gases (e.g., carbon dioxide) during the fermentation of different food substrates by microorganisms.

29. Analyzing the effect of environmental factors on seed viability: Investigate how factors like temperature, humidity, or light exposure affect the viability and germination success of seeds.

30. Investigating the effects of different levels of salinity on plant growth: Expose plants to varying levels of salt concentration and monitor their growth, physiology, and ion balance.

31. Studying the impact of pH on the growth and health of aquatic organisms: Manipulate pH levels in aquatic environments and observe the responses of organisms like fish, snails, or algae.

32. Analyzing the effect of different natural dyes on bacterial growth inhibition: Test the antimicrobial properties of various natural dyes (e.g., turmeric, beetroot) against different strains of bacteria.

33. Investigating the influence of different pollutants on air quality: Measure air quality parameters, such as particulate matter or ozone levels, in different environments and analyze the potential sources of pollution.

34. Studying the impact of different antibiotics on beneficial gut bacteria: Investigate the effects of antibiotics on the growth and diversity of beneficial bacteria in the gut using microbial culture or DNA sequencing techniques.

35. Analyzing the effect of temperature on the metabolism of cold-blooded organisms: Measure metabolic rates in reptiles or amphibians at different temperatures to understand their physiological adaptations.

36. Investigating the effects of different concentrations of pollutants on seed germination: Expose seeds to varying concentrations of pollutants (e.g., heavy metals) and monitor their germination rates and early growth.

37. Studying the impact of different water temperatures on the behavior of aquatic organisms: Observe the behavioral responses of organisms like fish or crustaceans when exposed to different water temperatures.

38. These project ideas cover a broad range of topics within biology and provide opportunities for exploration, experimentation, and discovery. Remember to choose a project that aligns with your interests, available resources, and educational level.

Importance of Choosing the right Biology Project Ideas

Choosing the right biology project ideas is crucial for a successful and rewarding experience. Here are some key reasons highlighting the importance of selecting the right project idea:

Relevance and Interest: Choosing a project idea that aligns with your interests and curiosity ensures that you stay engaged and motivated throughout the project. When you are genuinely interested in the topic, you are more likely to invest time and effort into research, experimentation, and analysis.
Personalized Learning: The right project idea allows you to delve deeper into specific aspects of biology that fascinate you. It gives you the opportunity to explore your chosen subject in greater detail and develop a deeper understanding of the underlying concepts and principles.
Skill Development: A well-chosen project idea provides opportunities to develop and enhance various skills. These may include critical thinking, problem-solving, experimental design, data analysis, and scientific communication. By selecting a project that challenges you and requires the application of these skills, you can further refine your abilities.
Real-World Applications: Biology projects often have practical applications and relevance to real-world issues. Choosing a project idea that addresses a current problem or explores a topic of significance allows you to contribute to scientific knowledge and potentially make an impact in areas such as medicine, environmental conservation, or agriculture.
Resource Availability: Consider the resources available to you, such as laboratory equipment, materials, and mentorship. Choosing a project idea that is feasible within the constraints of available resources ensures that you can successfully execute the project and achieve meaningful results.
Educational Goals: Biology projects provide opportunities to meet specific educational objectives. They can align with curriculum requirements, learning outcomes, or the development of specific laboratory techniques. By choosing a project idea that supports your educational goals, you can enhance your academic progress and demonstrate your understanding of key concepts.
Future Endeavors: Selecting the right project idea can have a long-term impact on your educational or professional journey. It can help you explore potential career paths, develop specialized knowledge, or build a foundation for further research in a specific area of biology. The skills and experiences gained from a well-executed project can be valuable in future academic pursuits or when pursuing a career in the biological sciences.

Ultimately, choosing the right biology project idea is about maximizing your learning, engagement, and growth. It allows you to immerse yourself in a topic you are passionate about, develop essential skills, and contribute to the broader scientific community. Take the time to evaluate and select a project idea that excites you and aligns with your goals and available resources.

In conclusion, choosing the right biology project ideas is of utmost importance for a fulfilling and successful experience. By selecting a project that aligns with your interests, you foster a genuine curiosity and motivation to explore the topic further. This personal connection to the project drives engagement, allowing you to dive deep into the subject matter and develop a deeper understanding of the underlying concepts.

So, take the time to evaluate your interests, consider the available resources, and select a biology project idea that excites you. Embrace the opportunity to delve into the fascinating world of biology, expand your knowledge, and make a meaningful contribution to the field.

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Biology Education Topics

📚 Biology Education Project Topics and Materials for Final Year Students

This is samphina.com.ng the #1 plug for Academic Research in Nigeria. A good project topic will speed up your research writing. One of the most difficult tasks in a student’s life is to write research project, but sometimes it is more difficult to choose a research topic than to write it.

On This Page, You Can Gain Access to List of Good Final Year Project Topics for Biology Education Students.

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List of Final Year Project Topics for Biology Education Students in Nigeria

Click Here to Check for Project Topics on Core Biology

Influence Of Social Media Usage On Student Academic Achievement In Biology In Calabar South L.G.A
Impact Of Field Trip On Biology Students Achievement In Senior Secondary School In Gwagwalada Area Council, FCT Abuja
Perceived Problems In Learning Of Biology In Secondary School Students Academic Achievement In Calabar South Local Government Area, Cross River State
Critical Analysis Of The Problems Militating Against Effective Teaching And Learning Of Biology In The 21st Century
Psychological Factors Influencing Students’ Academic Achievement In Biology In Some Selected Secondary Schools In Ilorin, Kwara State
Effect Of Improvisation And World Chart On Biology Students Academic Achievement In Respiration
Challenges Associated With Teaching And Learning Of Biology Education In Some Selected Secondary Schools In Delta State
Investigation Into The Effect Of Limited Laboratory Equipment Availability On Biology Learning In Secondary Schools: A Case Study Of Ebonyi State, Nigeria
The Strategies For Effective Teaching Of Biology In The Secondary Schools
The Effect Of Simulation And Demonstration Methods On Senior School Students’ Achievement In Photosynthesis: A Case Study In Karu Local Government Area, Nasarawa State
A Survey Of Laboratory Facilities For Teaching Biology In Senior Secondary Schools
Effect Of Computer Assisted Strategy On Students Attitude Retention And Achievement In Biology
Peer Group Influence On Students Performance In Biology In Selected Secondary Schools
The Use And The Learning Outcome Of Smart Devices By Biology Teachers In The Post Covid19 Era
Relationship Between Academic Motivation And Senior Secondary School Students Academic Achievement In Biology In Yola North LGA, Adamawa State
An Evaluation Of The Challenges In Learning Ecological Aspects Of Biology Among Secondary School Students In Rivers State
Cognitive Ability And Study Habit As Correlate Of Student Academic Achievement On Senior Secondary School Biology
Investigation To The Influence Of Instructional Material On Teaching Of Biology And Academic Achievement Among Nursing School Student In Ilorin, Kwara State
Effects Of Animation Based Lesson On Students’ Academic Performance And Attitude Towards Biology
Effect Of Family Background Variables On Secondary School Students’ Academic Achievement In Biology
Adequate Use Of Teaching Materials In Promoting Biology Teaching And Learning In Public Secondary School
Teachers Competence And Student’s Achievements In Biology
The Influence Of Students’ Family Background On Academic Performance: A Case Study Of Biology Students In Aguata Education Zone
Effects Of Guided Discovery Methods On Students Interest In Biology In Secondary Schools
Effects Of Boundary Dispute On Secondary School Students Performance On Biology
Effect Of Teacher-Student Relationship On Academic Achievement Of Biology Students (A Study Of Federal Science And Technical College, Yaba, Lagos)
Effect Of Community Resources On Students’ Academic Performance In Biology
Instructional Materials Availability And Utilization And Several Secondary School Student Academic Performance In Biology In Oruk Anam L.G.A
Effect Of Argument-Base Enquiry Approach On Acquisition Of Skills And Interest In Biology
Learning Preference And Academic Achievement Of Biology Student
An Investigative Study On The Use Of Field Trip In Teaching And Learning Of Biology In Secondary School
Prospects Of Biology Education In The Development Of Tertiary Education
Factors Affecting The Use Of Field Trip In Teaching And Learning Of Biology In Secondary School
Effect Of Instructional Materials And Teacher’s Attitude In Teaching And Learning Of Biology
Influence Of Location On The Academic Achievement Of Biology Students In Senior Secondary Schools
Effect Of Field Trip On Biology Students Achievement
Impact Of Family Conflict On Academic Performance Of Undergraduate Biology Education Student In UNN
Effects Of Four Mode Of Application Techniques On Academic Achievement And Retention Of Biology Student In Kano Municipal Education Zone, Nigeria
Relationship Between Emotional Intelligence And Academic Achievement Of Senior Secondary School Students In Biology
The Impact Of Student-Generated Analogies On Students Achievement In Biology
Safety Measures For The Prevention Of Laboratory Accidents Among Secondary School Biology Students
Relative Effects Of Biology Practical On Secondary School Students’ Academic Performance
Effect Of Class Size On Students Academic Performance In Biology At SSCE
The Impact Of Problem-Solving And Cooperative Learning Strategies On The Academic Achievement Of Secondary Biology Students In Ojo Local Government Area
Appraisal Of Students Participation In Practical Biology As Correlates To Achievement Score In Biology Material
Effects Of Modelling On Students Performance In Biology In Some Selected Secondary Schools
Impact Of Teaching Plan On Students Academy Achievement In Biology
The Extent Of Use Of Instructional Materials For Effective Teaching And Learning Of Biology In Junior Secondary Schools
Abundance Of Mosquito Species Within Yobe Metropolis
Causes Of Failure In Senior Secondary School Biology
Impact Of In-Service Training For Teachers On The Academic Achievement Of Secondary School Students In Biology
A Comparative Assessment Of The Use Of “ICT” In Teaching Biology In Some Selected Secondary Schools
Factors Associated With Mass Failure Of Students In Biology In Senior Secondary Schools
The Relationship Between Intellectual Achievement Orientation And Academic Success Among Biology Students: A Case Study Of College Of Education, Ekiadolor-Benin
Impact Of Biology Laboratory For Effective Teaching And Learning Of Biology In Senior Secondary School In Enugu North LGA
The Effects Of Two Teaching Methods On Secondary School Students Performance In Biology
Parental Occupation And Students’ Academic Achievement In Biology In Calabar South Local Government Area Of Cross River State
Investigation On The Perception Of Pre Service Biology Teachers Towards Improvisation
Empirical Study Of Inclusive Education And The Effects On Teaching Of Biology
Science Process Skills Acquired By Biology Students In Senior Secondary School And Their Academic Achievement
Effect Of Demonstration Method And Guided Discovery Method On The Academic Performance Of Students In Biology In Senior Secondary Schools
Teachers Awareness And Utilization Of ICT Facilities In Teaching Biology In Osun State
Effect Of Teachers Attitude And School Environmental Factors On The Academic Performance Of Student In Biology
Teachers Variables And Academic Performance Of Students In Biology Education
Students’ Perception Of Biology Classroom Environment On Their Academic Achievement In Senior Secondary Schools
Demonstration Method Of Teaching And Students Academic Performance In Biology
Effects Of Cooperative Learning Strategy On Biology Students Academic Achievement And Retention In Senior Secondary Schools, Jigawa State, Nigeria
Effects Of Teaching Practice Experience On Student Teachers In Teaching And Learning Of Biology In Senior Secondary School In Owerri North LGA
The Extent Of Implementation Of Safety Practices In Biology Laboratory Among Senior Secondary School Students In Enugu South Local Government Area
Influence Of Instructional Technology On Secondary School Students’ Academic Achievement In Biology In Calabar Municipality, Cross River State
Effect Of Games Based Learning On Academic Performance In Biology
The Effect Of Task Size On Secondary School Students’ Achievement In Biology
Availability Of Biology Laboratory Resources In Relation To Schools Location
The Effect Of Covid-19 Induced Schools’ Lockdown On Teaching And Learning Of Biology In Tertiary Institutions In Lagos State
Assessment Of Availability And Utilization Of Science Laboratories For Biology Education In Secondary Schools
Attitude Of Science School Student Towards Practical Biology In Kontagora Niger State
Effect Of Two Instructional Scaffolding Strategies On Secondary School Students Achievement And Interest In Biology
An Investigative Study On The Views Of Biology Students On The Problems Of Laboratory Management And Safety In Secondary Schools
Flipped Classroom Learning And Students Academic Achievement In Biology In Mkpat Enin Local Government Area
Effect Of Biology Practical On The Secondary School Students Academic Performance In Biology In Enugu State (A Case Study Of Enugu North Local Government Area Of Enugu State)
Impact Of E-Mapping Strategies On Academic Performance Of Students In Biology In Senior Secondary Schools In Education Districts II, Lagos State
Investigating The Relationship Between Parental Variables And Students’ Academic Achievement In Biology
Effects Of Teachers’ Knowledge Of Subject Matter, Utilization Of Resources And Classroom Management On The Academic Achievement Of Students In Biology
Influence Of School Environment On Academic Performance Of SS2 Biology Students
Physical And Virtual Laboratories In Biology Achievement, Attitude And Interest In Senior Secondary School
Assessment Of Biology Laboratory Safety In Secondary Schools In Etinan Local Government Area
Effect Of Virtual Laboratory On Secondary School Performance And Motivation In Practical Biology In Kano Metropolitan
Teachers Professional Development Training Needs For Improved Biology Teachers And Learner Among Senior Secondary Schools In Lapai Local Government In Niger State
Effect Of Class Size On Students Achievement In O’Level Biology Examination
Survey Of Teachers Qualifications On Performance Of Biology Among Secondary School Students In Education Zone In Nigeria
Biological Science Laboratory Apparatus As A Predictor Of Student’s Academic Performance In Senior Secondary School
Teaching Photosynthesis Using An Activity-Based Approach And Students Mastery Of Related Biology Concept
An Investigation In To The Effect Subject Combination And Gender Influence On Pre-Service Teachers Achievement In Biology
Effect Of Team Teaching On Secondary School Students Achievement In Biology
Teachers Attitude And Competence In Practical Skills As Correlates Of Students’ Performance In Biology
Relationship Between Teachers Qualifications And Students Performance In Biology Among Senior Secondary School Students In Gombe State
Impact Of Biology Education In The Development Of Nigeria
The Impact Of Biology Education In Tertiary Institution Of Learning
Effects Of Instructional Materials On Achievement And Retention Of Biology Concepts Among Secondary School Students
Comparative Analysis Of Biology Delivery Contents In Conventional And Universities
Students Perception Of Difficult Topics In Biology Senior Secondary School Curriculum
Impact Of Indigenous Practices On Senior Secondary School Biology Students’ Achievement
The Influence Of Teacher Professional Development On Student Learning Outcomes In Biology In Owan West
Challenges Besetting The Effective Teaching And Learning Of Biology In Secondary Schools
Effect Of Technology Tools On Students’ Interest In Biology (A Survey Of Ogun State High Schools In Nigeria)
The Effect Of Demonstration Teaching Method On Students Understanding In Biology In Calabar South Local Government Area
An Investigation Of Teacher Attitude And School Environmental Factors’ Impact On Student Academic Performance In Biology
An Assessment Of The Use Of ICT In Teaching Biology In Selected Secondary Schools
Motivational Roles Of Parents And Teachers In The Effective Teaching And Learning Of Biology In Senior Secondary Schools
Effect Of Banditry On Biology Student In Federal College Of Education Kontagora, Niger State
Information And Communication Technology Competence Possessed By Biology Teachers In Secondary Schools In Enugu State
Use Of Models And Secondary School Students’ Performance In Biology
Problems Hindering The Effective Teaching Of Biology In The Secondary Schools In Ebonyi L.G.A. Of Ebonyi State
Identification Of Difficult Biology Topics Among Senior Secondary School Students
Analyzing The Influence Of Gender On Students’ Interest And Achievement In Biology
Biology Teachers’ Awareness And Utilization Of Innovative Teaching Strategies
Students’ Perception Of The Classroom Learning Environment In Biology Education
The Effect Of Using Visual Instructional Materials In Teaching Biology In Secondary School
Application Of ICT Facilities In Teaching And Learning Of Biology Among Senior Secondary Schools In Owerri North LGA Imo State
Factors Affecting Attitudes Of Biology Teachers Towards Improvisation Of Instructional Materials In Dutsin-Ma Local Government
Biology Teacher Access And Utilization Of Virtual Laboratory In Secondary Schools In Ihiala Local Government Area
Teacher’s Qualification And Experience As Determinants Of Students Achievement In Senior Secondary School Biology
Assessment Of The Availability And Adequacy Of Audio Visual Resources In Teaching Biology Education
Biology Teacher Perspectives On The Integration Of Information And Communication Technology (ICT) Facilities In Secondary School Education
The Effect Of Biology Practical Activities On Academic Achievement Of Senior Secondary School Students In Enugu East Local Government Area
Effect Of Two Modes Of Blended Teaching Approach On Student Achievement In Biology
Effectiveness Of Demonstration Teaching Strategy On Academic Achievement Of Biology Students
The Effectiveness Of Instructional Materials In Teaching And Learning Of Biology In Senior Secondary School
Impact Of Projected Instructional Media On Secondary School Students Academic Achievement In Biology
The Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning In Selected Schools
Impact Of Discussion Method Of Teaching On Senior Secondary School Students’ Academic Performance In Biology In Delta State
A Survey On The Influence Of Field Trip In Teaching And Learning Of Biology In Secondary School
Inadequacy Of Biology Teachers In Some Selected Secondary School
Influence Of Modelling On Biology Students Achievement In Secondary Schools At Enugu East Local Government
Influence Of Teachers’ Characteristics On Students’ Academic Performance In Biology In Selected Secondary Schools In Ilorin Metropolis
Effect Of Motivation On Students Academic Achievement And Interest In Senior Secondary School Biology In Makurdi Metropolis
Effects Of Noise Pollution On The Academic Achievement Of Biology Students In Senior Secondary Schools Within Owerri Municipal Council
The Impact Of Using Experimental Approach In Teaching And Learning Biology In Secondary School
The Importance Of Biological Science Laboratory Apparatus In The Teaching Of Biology In Senior Secondary Schools: A Study Of Selected Secondary Schools In Ijebu Ode, Ogun State
Integration Of Technology In Teaching Biology In Some Secondary Schools In Lagos, Nigeria
The Effect Of Child Abuse On The Achievement Of Students In Biology In Etsako West Local Government Area Of Edo State
Age And Parental Variables Influence On Academic Performance Of Senior Secondary Students In Biology
The Teachers And Students’ Perception Of Effective Teaching And Learning Of Biology In Junior Secondary Schools
The Impact Of Parents Socio-Economic Status On The Academic Performance Of Secondary School Biology Student
Effect Of Scaffolding Instructional Strategy On Academic Achievement Of Secondary School Biology
Impact Of Biology Education Towards Achieving Sustainable National Development
The Effects Of Insufficient Laboratory Equipment In Teaching And Learned Biological In Secondary Schools
The Use Of Biology Instructional Materials In Empowering Secondary School Students
Students Impediments And Acquisition Of Knowledge In Biology
The Effect Of Discovery Teaching Method On The Achievement Of Biology Students In Senior Secondary Schools
Constraints Of Effective Teaching And Learning Of Biology
Availability And Utilization Of Learning Facilities In Correlate Of Students Interest In Biology
The Effect Of Covid 19 Influence School Lockdown On Teaching And Learning Of Biology
Assessment Of Factors Affecting The Teaching Of Biology In Senior Secondary School In Nkwere LGA
Perceived Teacher-Student Ratio On Academic Performance Of Public Secondary School Students In Biology In Owerri Education Zone II
Influence Of Security Challenges On Secondary School Students Academic Performance In Biology
Effect Of Laboratory Experience In Students Achievement In Biology
Effect Of Social Media On Academic Performance Of Biology Students In Some Selected Secondary School In Mubi North LGA
The Effect Of Socio-Economic Background On Academic Performance Of Secondary School Biology Student
The Effect Of Poor Teacher – Pupil Relationship On Academic Achievement Of Biology Students
Effect Of Teaching Aids On Students Academic Performance In Biology (A Case Study Of Selected Secondary Schools In Port Harcourt Rivers State)
Influence Of School Environment On Academic Performance Of SS 2 Biology Student (A Case Study Of Yola North)
The Impact Of Teacher Student Relationship On Academic Achievement Of Biology Student In Orlu Local Government Area Of Imo State
Effect Of Inadequate Laboratory Equipment On The Students Academic Performance And Attitude Among Biology Senior Secondary School In Wudil Kano State Nigeria
Impact Of Practical Activities On Biology Performance Among Secondary Students In Jalingo Metropolis
The Impact Of Instructional Materials On The Learning And Teaching Of Biology In Senior Secondary Schools
Impact Of Improvised Instructional Materials On Academic Performance Of Biology Students
The Impact Of Practical Work On The Teaching And Learning Of Some Concepts In Biology In Some Selected Secondary Schools
Teachers Perception Of Difficult Areas In Senior Secondary School Biology Curriculum
The Problems Of Teaching Practical Biology In Senior Secondary Schools (A Case Study Of SS III Students In Igbo Etiti Local Government Area Enugu State)
Effect Of Mode Of Laboratory Work On Senior Secondary School Students’ Achievement In Biology
Investigation Into The Provision And Utilization Of Laboratory Facilities And Students’ Performance In Practical Biology
Difficulty Areas In Senior Secondary School Biology Curriculum
Assessment Of Stress Coping Strategies Among Nursing Students In Madonna University
Biological Instructional Materials As Predictor Of Students Performance And Interest Among Senior Secondary
Survey On The Role Of Relevant Teaching Aids On The Performance Of Female Biology Students In Some Selected Secondary Schools In Bichi LGA Kano
Effects Of Discovery Learning Strategies On Senior Secondary Schools Achievement Of Biology In Kumbotso Local Government Area Council Kano State
Attitude Of Senior Secondary School Teachers Towards Education Field Trip In Biology In Ilorin Metropolis
Laboratory Management And Its Influence On Students’ Learning Outcome In Biology
The Role Of Motivation Of The Teachers In The Teaching Of Biology In Ese-Ode Local Government Area, Ondo State
Availability Of Laboratory Facilities On Students Academic Achievement In Biology Among Senior Secondary School
Teachers And Students Perceptions Of Problems Of Effective Teaching And Learning Of Biology In Senior Secondary Schools in Ogun State
Influence Of Multimedia Resources In Teaching And Using Of Biology In Secondary School
The Effect Of Group Learning Strategies In The Academic Achievement Of Students In Biology
School Facilities In The Teaching Of Biology And Students Academic Performance In Abia State
The Effect Of Two Teaching Methods On Secondary School Students Achievement In Biology Education In Calabar South Cross River State
The Influence Of Practical Work On The Teaching And Learning Of Biology In Some Selected Secondary Schools
Assessment Of The Impact Of Social Media On The Academic Performance Of Biology Students In Selected Secondary Schools In Damaturu Local Government Area
The Effect Of Laboratory And Scientific Equipment On Students Performance In West African School Certificate Biology Examination In Randomly Selected School In Ovia North East Local Government Area, Edo State
Personality Trait And Academic Performance In Biology Of Secondary School Students In Boki Local Government Area Cross River State
Effect Of Students Improvised Instructional Materials On Senior Secondary School Students’ Achievement In Biology
A Survey Of Biology Laboratories And Its Impact On Students Achievement In SSCE NECO Examination
Relative Effects Of Teacher – Directed And Student – Directed Instructional Strategies On Students’ Environmental Knowledge In Biology
The Effect Of Improvisation Of Instructional Materials For Biology Instruction In Senior Secondary Schools
Perceived Difficulties Of Some Biological Concept By Senior Secondary School Students In The Study Of Some Biological Concept
Effect Of Problem Solving Strategy On Academic Performance In Cell Concept Among Senior Secondary School Students In Anka Local Government
The Effects Of Qualifications Of Biology Teachers On The Performance Of Secondary School Students In External Examination
Effect Of Laboratory Materials In The Performance Of Biology Students In Senior Secondary School In Gwagwalada.
Perception Of Students On Drug Use And Abuse On The Academic Performance Of Students In Biology Among Senior Secondary School Students (A Case Study Of Somolu Local Government Area, Of Lagos State)
Comparative Analysis Of Academic Performance In Biology In Some Selected Senior Secondary Schools
Assessment Of The Resources Available For The Effective Teaching And Learning Of Biology In Senior Secondary Schools
Effects Of 7E-Learning Cycle Model On Academic Performance Of Students In Biology
The Appropriate Use Of Instructional Material In Promoting Teaching And Learning Of Biology In Public Secondary School

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Biology Education Project Topics and (PDF/DOC) Materials/Ideas for Students

List of biology education project topics and research materials/ideas (pdf/doc), here is the list of (downloadable) biology education project topics and (pdf/doc) research materials/ideas for students:.

Effect Of Class Size On Students Academic Performance In Biology At SSCE. Case study of selected secondary schools in Badagry, Lagos State.

Effect Of Unemployment Among Nigerian Youths Undergraduate. A Case Study Of Escet.

Effects Of Two Teaching Methods On Secondary School Students Performance In Biology. A Case Study Of Education Zone Enugu.

Study Of The Impact Of Instructional Materials In Teaching And Learning Biology In Senior Secondary Schools. A Case Study Of Enugu North Local Government Area.

HIV – AIDS Risk Behaviours Among Secondary School Students. A Case Study Of Enugu North Local Government.

Effect Of Socio Economic Background On Academic Performance Of Secondary School Biology Students. A Case Study Of Enugu North Local Government Area Of Enugu State.

Problems Of Teaching Practical Biology In Senior Secondary Schools. A Case Study Of Ss Iii Students In Igbo Etiti Local Government Area Enugu State.

Effect Of Biology Practical On The Secondary School Students Academic Performance In Biology. A Case Study Of Enugu North Local Government Area Of Enugu State.

Determinants Of Induced Abortion Among Undergraduate Students. A Study Of University Of Calabar, Cross River State Nigeria.

Effect Of Socio-Economic Background On Academic Performance Of Secondary School Biology Students. A Case Study Of Enugu North Local Government Area Of Enugu State.

Impact Of Laboratory Practical On Senior Secondary School Student Academic Achievement In SS2 Biology, Chemistry And Mathematics. A Case Study Of Enugu North Lga Of Enugu State.

Investigation Of The Relevance Of Educational Psychology Into Teaching – Learning Process. .

Identification Of Teaching Topic In Senior Secondary School Biology And English Language. A Case Study Of Senior Secondary Two Curricular In Nigeria.

Effect Of Biology Practical Activities On Academic Achievement Of Senior Secondary School Students. A Case Study Of Enugu East Local Government Area.

Comparative Study Of Student Performance In WAEC Biology, Chemistry And English. Case Study Of Enugu North Lga.

Extent Of Implementation Of Safety Practices In Biology Laboratory Among Senior Secondary School Students. A Case Study Enugu South Local Government Area.

Influence of environment on the academic performance of students. .

Assessment Of The Availability And Adequacy Of Audio-Visual Resources In Teaching Biology Education. .

Effect Of Poor Teacher – Pupil Relationship On Academic Achievement Of Biology Students. A Case Study Enugu South Local Government.

Good/Free Biology Education Project Topics for Final Year Students:

The impact of interactive simulations on biology learning outcomes
Integrating technology in the biology classroom: A case study
The effectiveness of virtual labs in teaching biological concepts
Analyzing the role of field trips in enhancing biology education
Investigating the use of flipped classrooms in biology education
The influence of gender on biology achievement in high school
Assessing the effectiveness of inquiry-based learning in biology
Developing and evaluating biology teaching modules for middle school
Exploring the role of hands-on activities in teaching genetics
The impact of multimedia resources on understanding complex biological processes
Investigating the relationship between teacher qualification and student performance in biology
Analyzing the effectiveness of concept mapping in biology instruction
Developing and evaluating a biology curriculum for diverse learners
Assessing the integration of environmental issues in biology education
The role of peer tutoring in improving biology comprehension
Investigating the use of case studies in teaching bioethics
The impact of biology competitions on student motivation and achievement
Exploring the effectiveness of outdoor classrooms in teaching ecology
Analyzing the use of storytelling in biology education
Investigating the impact of project-based learning on biology literacy
Developing and evaluating a flipped laboratory approach in biology education
Assessing the influence of parental involvement on biology learning outcomes
The role of multimedia presentations in teaching evolution
Analyzing the effectiveness of digital textbooks in biology classrooms
Investigating the impact of concept cartoons on student understanding of biological concepts
Exploring the integration of indigenous knowledge in biology curriculum
Assessing the effectiveness of online forums in promoting biology discussions
The impact of cooperative learning on biology achievement in middle school
Investigating the use of social media in enhancing biology education
Analyzing the role of educational games in biology instruction
Exploring the influence of socio-economic factors on biology performance
The effectiveness of using real-world examples in teaching cellular biology
Investigating the impact of STEM integration in biology education
Analyzing the use of peer assessment in biology classrooms
Developing and evaluating a curriculum for teaching biotechnology in high school
Exploring the impact of laboratory design on student engagement in biology experiments
Assessing the role of formative assessment in improving biology learning outcomes
Investigating the integration of bioinformatics in biology education
The impact of outdoor fieldwork on student understanding of ecosystems
Analyzing the effectiveness of concept quizzes in biology instruction
Developing and evaluating a professional development program for biology teachers
Investigating the role of metacognition in biology learning
Exploring the impact of cultural diversity on biology education
Assessing the effectiveness of inquiry-based labs in teaching scientific inquiry skills
The influence of extracurricular biology activities on student motivation
Investigating the use of multimedia presentations in teaching anatomy
Analyzing the impact of teacher enthusiasm on student interest in biology
Exploring the effectiveness of using case-based learning in molecular biology
Assessing the integration of ethics in biology curriculum
The impact of teacher-student relationships on biology learning outcomes
Investigating the use of concept mapping in teaching ecology
Analyzing the effectiveness of virtual reality in biology education
Exploring the role of critical thinking in biology instruction
Assessing the impact of interdisciplinary approaches in teaching biology
The influence of peer collaboration on biology achievement
Investigating the use of online simulations in teaching genetics
Analyzing the effectiveness of peer teaching in biology classrooms
Exploring the integration of art in biology education
Assessing the impact of formative feedback on biology learning outcomes
The role of storytelling in teaching biochemistry
Investigating the effectiveness of flipped laboratories in molecular biology
Analyzing the use of interactive whiteboards in biology instruction
Exploring the impact of outdoor experiential learning on ecology understanding
Assessing the influence of teacher professional development on biology instruction
The effectiveness of using case studies in teaching human physiology
Investigating the role of inquiry-based labs in teaching plant biology
Analyzing the impact of digital storytelling in biology education
Exploring the integration of citizen science in biology curriculum
Assessing the effectiveness of concept cartoons in teaching evolution
The influence of teacher enthusiasm on student attitudes towards biology
Investigating the use of educational games in teaching cellular respiration
Analyzing the impact of cooperative learning on genetics understanding
Exploring the integration of environmental issues in molecular biology instruction
The role of multimedia presentations in teaching bioethics
Exploring the effectiveness of concept quizzes in biology instruction
Investigating the use of case studies in teaching anatomy
Exploring the integration of ethics in biology curriculum
Assessing the influence of peer collaboration on biology achievement
Assessing the integration of art in biology education
The influence of teacher professional development on biology instruction
Investigating the effectiveness of using case studies in teaching human physiology
Analyzing the role of inquiry-based labs in teaching plant biology
Exploring the impact of digital storytelling in biology education
Assessing the integration of citizen science in biology curriculum
The effectiveness of using case studies in teaching cellular respiration
Investigating the impact of cooperative learning on genetics understanding
Analyzing the use of educational games in teaching cellular respiration
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Biology Research Projects for High School Students: 20 Ideas To Try This Summer

By János Perczel

Co-founder of Polygence, PhD from MIT

16 minute read

Biology and biomedical research are two of the most popular academic disciplines among high schoolers. If you’re someone who’s interested in those fields and you’re looking for research opportunities this summer, you’ve come to the right place! With the study of biology, not only can you gain a better understanding of the natural world, but your research can have practical applications in fields like medicine, agriculture, and environmental science. Whether you’re just starting out in your exploration of biology, have taken a biology class in school, or you’re looking to do some advanced research to submit to your state’s science fair, we have level-appropriate ideas for you!

With a variety of topics like cancer treatment, genetics, neurodegenerative diseases, and marine life, we’ve got you covered. Here is a curated list of 20 different research project ideas to get those creative juices flowing. If you’re hungry for more, head over to our comprehensive Project Ideas database here and browse over 2800 more ideas!

Research YOUR fave areas of Biology and Medicine

Polygence pairs you with an expert mentor in to create a passion project around biology and medicine. Together, you work to create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

Human Body Project Ideas

Rate of cognitive decline in different elevations.

Oxygen partial pressure decreases with altitude, challenging blood oxygenation which may affect brain function. If you’ve ever felt some altitude sickness, then this is exactly what’s happening. This is because the atmospheric pressure decreases at higher elevations, leading to a decrease in the partial pressures of the gasses in the air, including oxygen. And of course, oxygen is needed for us to function. What is the effect on brain health/ cognition in sudden increased elevation: say, climbing Mount Everest? Does chronic exposure to high elevations increase the likelihood of dementia? In this project, a meta-analysis of published works examining the effects of altitude on cognition would be conducted.

Idea by mentor Alyssa

Building a Blood Vessel

Use online graphics to illustrate how a blood vessel forms. Blood vessels are structures that carry blood and are responsible for transporting nutrients and oxygen throughout the body. There are three main types of blood vessels: arteries, veins, and capillaries. For this project, complete a literature search to understand what is known about blood vessel growth. Then, utilize this information to generate a graphic with no words to demonstrate how the vasculature (network of blood vessels) forms. The goal of this project is to explain science without using text and therefore make it more available to a larger community.

Idea by mentor Natalie

Examining the bacterial profile of various households

As of late, bacterial microbiomes have been a huge and interesting topic in the field of bacteriology as they play an important role in human health. Bacterial microbiomes are communities of bacteria that live on or outside organisms. They’re found in various parts of the human body, and help us to digest food and regulate our immune system. In this project, you will seek to understand how skin microbiomes can differ between different individuals of different households. This project will require making different bacterial media that can be made at home selecting for various microorganisms. If you’re new to preparing bacterial media, check out this resource here!

Idea by mentor Hamilton

Regulation of Circadian Clocks

Sleep is known to be governed by two distinct processes: a circadian clock that aligns sleep and wakefulness to the solar day and the sleep homeostat that encodes for sleep debt as a compensatory mechanism against sleep loss. You’ve most likely heard about circadian rhythm and our body’s internal clock, and circadian regulation of sleep is a fundamental process that allows animals to anticipate sleepiness or wakefulness consistently every day. These mechanisms can be regulated in multiple ways: at the gene, protein, gene, and clock neuronal level. In this project, we will focus on 1) how to efficiently digest primary and review articles to compile and condense information, 2) investigate how circadian clocks are regulated at these different genetic levels, and 3) try to effectively summarize the information we've gathered. We can present this information in a variety of ways, and what the final product looks like is up to you.

Idea by mentor Oscar

The Biology of Aging

Aging is the number one risk factor for a variety of diseases including cancer, neurodegenerative disease, and loss of hearing/sight. We are only now beginning to truly understand the process of aging and have even started to uncover ways that we could stop, or potentially reverse, the effects of aging. What are the hallmarks/signs of aging? How do researchers study 'aging'? How does human lifespan and aging compare to the rest of the animal kingdom? Is it possible to stop or reverse the effects of aging? What advancements are being made related to this? We could explore these questions or brainstorm others you might have about the biology of aging.

Idea by mentor Emily

Animals, Plants, and Nature Project Ideas

How genetically engineered mosquitoes are reducing rates of vector-borne diseases such as zika.

Many countries are already releasing millions of genetically engineered mosquitoes into the wild every week. These mosquitoes have been modified to reduce their ability to transmit disease-causing pathogens like dengue fever, Zika, and malaria, and are sent into the wild to mate with disease-carrying mosquitoes. However, this is still controversial as some people are concerned about the unintended consequences on the environment. What could be the potential pros and cons for this? The project will mainly focus on doing meta analysis of articles and watching informative videos to understand how/why genetically engineered mosquitoes can be used to reduce rates of different diseases. Students will have the chance to use critical thinking and do in-depth research on genetic engineering techniques, how scientists determine breeding rates and number of insects released, and epidemiology of different bloodborne diseases.

Idea by mentor Vanessa

Efficacy of Marine Protected Areas

Marine protected areas (MPAs) are areas of ocean or coastal waters that are set aside for the conservation and sustainable use of marine resources. These areas are established by governments, NGOs, or other organizations, and they can take different forms, from fully protected "no-take" zones to areas with regulated fishing or other activities. Marine protected areas have the potential to guide sustainable resource management and protect biodiversity, but have a host of reasons for why they are not currently effective. Explore reasons for why MPAs may not be effective. Then develop a framework for mapping, modeling, and implementing an effective Marine Protected Area.

Bioinspiration: Do animals hold the answers?

Can the toxins produced by frogs help us fight antibiotic resistant bacteria strains? How can understanding how lizards and newts regrow their limbs help us improve wound treatment? Why do tilapia skins help with burns? Discover the role of animals in the development of modern medicine as well as its potential. Are there any ethical concerns with these developments and findings? If so, what are they and do they matter? Share your findings in a research proposal, article, or presentation.

Idea by mentor Cheyenne

How Climate Change Can Affect Future Distributions of Rare Species

Climate change, such as global warming and longer drought, can threaten the existence of some of the rarest plants on earth. It is important to understand how future suitable habitats will change for these rare species so that we can target our conservation efforts in specific areas. In this project, you will identify a rare species that you like (it can be animals, plants, or fungi!), and gather the data online on its current occurrences. Then you will learn how to perform species distribution modeling to map its current and future suitable habitat areas. To get you started on learning species distribution modeling, check out this Youtube resource here. The changes in the amount or location of future suitable habitats can significantly affect the destiny of a rare species. By doing this project, you will not only learn skills in data analyses but also become the best ambassador for this rare species that you love.

Idea by mentor Yingtong

A Reef’s Best Frenemies

Coral reefs are in global decline. A primary cause of this is "coral bleaching" which results in the white reefs we often see in the news. Coral bleaching is actually the breakdown in the partnership between the coral animal and tiny, symbiotic algae that live within its cells. Corals and algae have a variety of thermal tolerances which are likely decided by genetic and environmental factors. However, despite how important this relationship is, it's currently very poorly understood. This project would review existing literature on the symbiotic partnernship and try to identify factors that predict bleaching and thermal resilience.

Idea by mentor Carly

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Register to get paired with one of our expert mentors and to get started on exploring your passions today! You have agency in setting up your schedule for this research. Dive in now!

Diseases and Treatments Project Ideas

The understanding of a new and upcoming treatment: immunotherapy.

Immunotherapies have been growing in the past few years as alternative treatments for many types of cancer. These treatments work by boosting the patient's immune system to fight the disease, however it is not always effective. There are many types of immunotherapies with various nuances, but they all work to attack specific cells that are causing the disease. For this project, pick one of a few types of immunotherapy and deeply understand the mechanism of action and what is the current effectiveness against the cancer it treats.

Idea by mentor Hannah

Exploring The Cancer Genome Atlas data

There has been an explosion of publicly available data for cancer. The Cancer Genome Atlas was a research program with the purpose of creating a comprehensive catalog of genomic and molecular information about different types of cancer, with the aim of improving our understanding of the disease and developing new treatments. The dataset has been used to identify new cancer subtypes, develop diagnostic tests, and discover potential targets for new cancer therapies. Explore the implications and impact of The Cancer Genome Atlas data, and why it’s become so important.

Idea by mentor Hersh

Systematic Review and Meta-Analysis of Physiological Benefits of Fasting-induced Autophagy

Autophagy, meaning "self-eating", is a cellular process where damaged or unwanted components are disposed. Autophagy has been linked to various diseased pathologies, including cancer and heart disease. Fasting or specific dietary lifestyles may induce levels of autophagy in the human body. In this project, we will perform and systematic review and meta-analysis of fasting or diet-induced autophagy and its benefits on the body. You will gain skills in 1) searching and reviewing primary literature, 2) computational skills for performing data analysis (R language), and 3) writing your scientific findings.

Idea by mentor Jose

The Amyloid Hypothesis: Sifting through the controversy

For many years, scientists have thought that amyloid beta was the protein responsible for a patient developing Alzheimer's Disease symptoms. This "Amyloid Hypothesis" is now being questioned in light of current clinical data. Recently, drugs have been developed that reduce amyloid beta in patients. Surprisingly, the drugs worked in reducing amyloid beta, but it did not result in the slowing of disease pathology. Does this mean that the amyloid hypothesis is incorrect? Is amyloid beta less important in the progression of disease then what we once thought? This research project aims to explore the issues with the amyloid hypothesis and to assess where we stand in our understanding of amyloid beta's contribution to Alzheimer’s.

Idea by mentor Patrick

How do vaccines work?

During the COVID pandemic, vaccines have been all over the news! But how do they actually work? What’s the science behind them? Through this project, you will explore how vaccines work and the history of science behind vaccine development. While the final product of the projectwill be up to you, the ultimate goal of this project is for you to be a true public health advocate for vaccines and to be able to communicate why vaccines are so important in a way that the general public can understand.

Idea by mentor Helen

Sleep Disruption Profiles in Various Mouse Models of Alzheimer’s

Alzheimer's disease (AD) has been studied for decades but we are no closer to understanding the mechanisms of the disease. Because of the vast number of researchers studying AD, there are numerous models used to study the disease. All these models have different sleep profiles, phenotypes, disease onsets, sex differences etc. Therefore, in this project we will compile a document based on extensive literature review about the various models there are. We will focus on sleep profiles in these animals with an emphasis on male and female differences. This information is valuable because it is important to know which model is best to use to answer your scientific questions and there is a lot of criticism (by other scientists) that can be brought on by the model chosen so you need to be able to justify your choice. This project will also introduce you to the world of AD research and some of the gaps in knowledge in the field.

Idea by mentor Shenee

Rethinking The Treatment Of Neurodegenerative Diseases

Neurodegenerative diseases affect millions of people worldwide. They are conditions that affect the nervous system, particularly the brain and spinal cord, and examples include Alzheimer’s and Parkinson’s. While billions of dollars have been spent trying to find treatments for the disease, very few drugs and therapies have had a meaningful impact on slowing down disease progression. This is often because by the time someone is diagnosed with a disease, it has progressed too far for a treatment to have a substantial effect. Some recent approaches to treatment have turned to looking for early indications of the disease (termed "biomarkers") that can occur before the onset of symptoms. By diagnosing disease and beginning treatment before symptoms arise, these treatments could have a more profound effect in slowing down the progression of disease. Students could review the recent progress being made on identifying biomarkers for neurodegenerative diseases, and either write a paper or even record a podcast on their findings!

Idea by mentor David

Genetics Project Ideas

Height and genetics: nature or nurture.

How much do your genes determine your height? How much do nutrition and environmental factors play a role? What gene variants are implicated in height differences and what is the role of epigenetics? Epigenetics is the study of heritable changes in gene expression or cellular phenotype that occur without changes to the underlying DNA sequence. These changes can be influenced by diet and lifestyle. We will access and analyze an open dataset on twins to estimate the correlation between monozygotic twins (who have the exact same DNA) and height. You will learn to use R to open a dataset, analyze data with statistical methods such the student’s t-test, and display your data as graphs and charts. Finally, you will learn how to make a research presentation on height and genetics, describe the research methods, and present the data in a compelling and thorough way.

Idea by mentor Adeoluwa

The World of Personalized Medicine

Similar to our fingerprints, our genetic code is also unique to each individual person. Our genetic code is what determines our hair color, height, eye color, skin tone...just about everything! For those that develop diseases such as cancer, their genetic code found inside the malignant cells that comprise a tumor may also be unique to them or to certain groups of people with similar mutations (the drivers of disease). So why is it that we treat each person the same way even though the genetic drivers of that disease may be disparate? The world of Personalized Medicine is new and exciting and looks to circumvent this problem. Personalized Medicine (also known as precision medicine) uses the genetic code of a patients disease to guide treatment options that prove to be highly efficacious. Together, lets write a review on a disease of your choice that could benefit from Personalized Medicine based on current literature and research.

Idea by mentor Somer

General Biology Project Ideas

Teach a biology concept two ways: to your fellow students and to the general public.

One of the best ways to learn is to teach. Choose a biological concept that interests you and prepare a lesson and or demo on it. The format should be a video recording of yourself teaching (a la Khan Academy or a Zoom class), but the other details are up to you. Consider incorporating a demonstration (e.g. how can you use items from your kitchen to illustrate properties of mixtures?) or animation (e.g. to illustrate molecular motion). Also consider how you will check that your students understand the concept(s) and/or skill(s) you have taught them. Prepare and record two versions of your lesson: one intended for your peers and one for the general public. How will the versions differ to reflect these different audiences? You will learn what it's like to teach, gain a much greater understanding of your chosen concept(s)/skill(s), and learn how to communicate science to different audiences.

Idea by mentor Alexa

Once you’ve picked a project idea, check out some of our resources to help you progress with your project! Whether you’re stuck on how to cite sources , how to come up with a great thesis statement , or how to showcase your work once it’s finished , we’ve created blog posts to help you out. If you’re interested in doing one of the biology research projects with the help of an amazing mentor at Polygence, apply now ! If you would like some help with coming up with your own idea, book a complimentary consultation call with our admissions team here !

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How it works

Published by Robert Bruce at August 29th, 2023 , Revised On September 5, 2023

Biology Research Topics

Are you in need of captivating and achievable research topics within the field of biology? Your quest for the best biology topics ends right here as this article furnishes you with 100 distinctive and original concepts for biology research, laying the groundwork for your research endeavor.

Table of Contents

Our proficient researchers have thoughtfully curated these biology research themes, considering the substantial body of literature accessible and the prevailing gaps in research.

Should none of these topics elicit enthusiasm, our specialists are equally capable of proposing tailor-made research ideas in biology, finely tuned to cater to your requirements.

Thus, without further delay, we present our compilation of biology research topics crafted to accommodate students and researchers.

Research Topics in Marine Biology

Impact of climate change on coral reef ecosystems.
Biodiversity and adaptation of deep-sea organisms.
Effects of pollution on marine life and ecosystems.
Role of marine protected areas in conserving biodiversity.
Microplastics in marine environments: sources, impacts, and mitigation.

Biological Anthropology Research Topics

Evolutionary implications of early human migration patterns.
Genetic and environmental factors influencing human height variation.
Cultural evolution and its impact on human societies.
Paleoanthropological insights into human dietary adaptations.
Genetic diversity and population history of indigenous communities.

Biological Psychology Research Topics

Neurobiological basis of addiction and its treatment.
Impact of stress on brain structure and function.
Genetic and environmental influences on mental health disorders.
Neural mechanisms underlying emotions and emotional regulation.
Role of the gut-brain axis in psychological well-being.

Cancer Biology Research Topics

Targeted therapies in precision cancer medicine.
Tumor microenvironment and its influence on cancer progression.
Epigenetic modifications in cancer development and therapy.
Immune checkpoint inhibitors and their role in cancer immunotherapy.
Early detection and diagnosis strategies for various types of cancer.

Cell Biology Research Topics

Mechanisms of autophagy and its implications in health and disease.
Intracellular transport and organelle dynamics in cell function.
Role of cell signaling pathways in cellular response to external stimuli.
Cell cycle regulation and its relevance to cancer development.
Cellular mechanisms of apoptosis and programmed cell death.

Developmental Biology Research Topics

Genetic and molecular basis of limb development in vertebrates.
Evolution of embryonic development and its impact on morphological diversity.
Stem cell therapy and regenerative medicine approaches.
Mechanisms of organogenesis and tissue regeneration in animals.
Role of non-coding RNAs in developmental processes.

Human Biology Research Topics

Genetic factors influencing susceptibility to infectious diseases.
Human microbiome and its impact on health and disease.
Genetic basis of rare and common human diseases.
Genetic and environmental factors contributing to aging.
Impact of lifestyle and diet on human health and longevity.

Molecular Biology Research Topics

CRISPR-Cas gene editing technology and its applications.
Non-coding RNAs as regulators of gene expression.
Role of epigenetics in gene regulation and disease.
Mechanisms of DNA repair and genome stability.
Molecular basis of cellular metabolism and energy production.

Research Topics in Biology for Undergraduates

41. Investigating the effects of pollutants on local plant species.
Microbial diversity and ecosystem functioning in a specific habitat.
Understanding the genetics of antibiotic resistance in bacteria.
Impact of urbanization on bird populations and biodiversity.
Investigating the role of pheromones in insect communication.

Synthetic Biology Research Topics

Design and construction of synthetic biological circuits.
Synthetic biology applications in biofuel production.
Ethical considerations in synthetic biology research and applications.
Synthetic biology approaches to engineering novel enzymes.
Creating synthetic organisms with modified functions and capabilities.

Animal Biology Research Topics

Evolution of mating behaviors in animal species.
Genetic basis of color variation in butterfly wings.
Impact of habitat fragmentation on amphibian populations.
Behavior and communication in social insect colonies.
Adaptations of marine mammals to aquatic environments.

Best Biology Research Topics

Unraveling the mysteries of circadian rhythms in organisms.
Investigating the ecological significance of cryptic coloration.
Evolution of venomous animals and their prey.
The role of endosymbiosis in the evolution of eukaryotic cells.
Exploring the potential of extremophiles in biotechnology.

Biological Psychology Research Paper Topics

Neurobiological mechanisms underlying memory formation.
Impact of sleep disorders on cognitive function and mental health.
Biological basis of personality traits and behavior.
Neural correlates of emotions and emotional disorders.
Role of neuroplasticity in brain recovery after injury.

Biological Science Research Topics:

Role of gut microbiota in immune system development.
Molecular mechanisms of gene regulation during development.
Impact of climate change on insect population dynamics.
Genetic basis of neurodegenerative diseases like Alzheimer’s.
Evolutionary relationships among vertebrate species based on DNA analysis.

Biology Education Research Topics

Effectiveness of inquiry-based learning in biology classrooms.
Assessing the impact of virtual labs on student understanding of biology concepts.
Gender disparities in science education and strategies for closing the gap.
Role of outdoor education in enhancing students’ ecological awareness.
Integrating technology in biology education: challenges and opportunities.

Biology-Related Research Topics

The intersection of ecology and economics in conservation planning.
Molecular basis of antibiotic resistance in pathogenic bacteria.
Implications of genetic modification of crops for food security.
Evolutionary perspectives on cooperation and altruism in animal behavior.
Environmental impacts of genetically modified organisms (GMOs).

Biology Research Proposal Topics

Investigating the role of microRNAs in cancer progression.
Exploring the effects of pollution on aquatic biodiversity.
Developing a gene therapy approach for a genetic disorder.
Assessing the potential of natural compounds as anti-inflammatory agents.
Studying the molecular basis of cellular senescence and aging.

Biology Research Topic Ideas

Role of pheromones in insect mate selection and behavior.
Investigating the molecular basis of neurodevelopmental disorders.
Impact of climate change on plant-pollinator interactions.
Genetic diversity and conservation of endangered species.
Evolutionary patterns in mimicry and camouflage in organisms.

Biology Research Topics for Undergraduates

Effects of different fertilizers on plant growth and soil health.
Investigating the biodiversity of a local freshwater ecosystem.
Evolutionary origins of a specific animal adaptation.
Genetic diversity and disease susceptibility in human populations.
Role of specific genes in regulating the immune response.

Cell and Molecular Biology Research Topics

Molecular mechanisms of DNA replication and repair.
Role of microRNAs in post-transcriptional gene regulation.
Investigating the cell cycle and its control mechanisms.
Molecular basis of mitochondrial diseases and therapies.
Cellular responses to oxidative stress and their implications in ageing.

These topics cover a broad range of subjects within biology, offering plenty of options for research projects. Remember that you can further refine these topics based on your specific interests and research goals.

Frequently Asked Questions

What are some good research topics in biology?

A good research topic in biology will address a specific problem in any of the several areas of biology, such as marine biology, molecular biology, cellular biology, animal biology, or cancer biology.

A topic that enables you to investigate a problem in any area of biology will help you make a meaningful contribution.

How to choose a research topic in biology?

Choosing a research topic in biology is simple.

Follow the steps:

Generate potential topics.
Consider your areas of knowledge and personal passions.
Conduct a thorough review of existing literature.
Evaluate the practicality and viability.
Narrow down and refine your research query.
Remain receptive to new ideas and suggestions.

Who Are We?

For several years, Research Prospect has been offering students around the globe complimentary research topic suggestions. We aim to assist students in choosing a research topic that is both suitable and feasible for their project, leading to the attainment of their desired grades. Explore how our services, including research proposal writing , dissertation outline creation, and comprehensive thesis writing , can contribute to your college’s success.

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Higher Education
Project Topics

Free Biology Education Project Topics

January 12, 2023

In this article, we’ll be looking at a list of Free Biology Education Project Topics. These topics are compiled by Students Mirror Educators to help Biology Education students who are having difficulty getting their project topics.

It’s one thing to source project topics; it’s another thing to get them approved before you begin to work on them. Finding a good and acceptable project topic can be hectic and time-consuming.

A lot of students have complained that despite the stress they went through looking for project topics, they often get rejected or disapproved of by their assigned supervisor for various reasons, and they may be given a topic by the supervisor or they’ll be asked to bring another topic for approval. And in most cases, supervisors demand that their students bring at least three topics for him to choose from among them.

A lot of students have proposed project topics that are not approveable, which get rejected at the end of the day. However, in this article, we provide acceptable project topics to relieve you of the stress of searching for an undergraduate research project.

But before we look at the biology education project topics, we’ll look at some of the reasons why supervisors often reject project topics proposed by their students. They include:

The proposed project topic may not be feasible for the student’s level of expertise or the resources that are available to them to carry out the project.
The proposed project topic may have previously been extensively researched and may not offer new or original insights.
The proposed project topic may not align with the supervisor’s area of expertise or his or her research interests.
The project supervisor may not have the time or resources to provide adequate supervision for the proposed project topic.
Last but not least, the proposed project topic by the undergraduate student may not fit into the academic curriculum or his or her programme of study.

Project Topics For Biology Education Students

THE INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON BIOLOGY TEACHING AND LEARNING IN TERTIARY INSTITUTIONS
EXAMINING THE EMPLOYABILITY, COMPETENCIES NEEDED BY BIOLOGY EDUCATION GRADUATES FOR EMPLOYMENT IN ABIA STATE.
CHALLENGES OF TEACHING OF BIOLOGY IN SECONDARY SCHOOL IN OTUKPO LOCAL GOVERNMENT AREA OF BENUE STATE.
THE IMPACT OF BIOLOGY PRACTICAL ACTIVITIES ON ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN NIGER STATE.
EFFECT OF AVAILABILITY AND UTILIZATION OF INSTRUCTIONAL RESOURCES ON STUDENT’S PERFORMANCE IN SCIENCE IN SENIOR SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA
CONTINUOUS ASSESSMENT (PROBLEM AND PROSPECT) OF TEACHING BIOLOGY IN SECONDARY SCHOOLS IN THE ANAMBRA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE.
THE EFFECT OF PRACTICAL WORK ON THE TEACHING AND LEARNING OF BIOLOGY IN JUNIOR SECONDARY SCHOOL IN SHONGOM SOUTH LOCAL GOVERNMENT AREA OF GOMBE STATE
AVAILABILITY, UTILIZATION, AND EFFECT OF INSTRUCTIONAL MATERIALS IN TEACHING BASIC SCIENCE IN SECONDARY SCHOOLS IN ABRAKA, DELTA STATE
AN INVESTIGATION INTO THE CAUSES AND INFLUENCE OF DRUG ABUSE ON ADOLESCENT BEHAVIOUR IN SECONDARY SCHOOL STUDENTS IN OLORUNDA LOCAL GOVERNMENT AREA OF OSUN STATE
THE FACTORS MILITATING AGAINST THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT IN BIOLOGY IN PUBLIC SCHOOLS IN EDE SOUTH LOCAL GOVERNMENT AREA OF OSUN STATE
RELEVANCE OF FIELD TRIP ON THE PERFORMANCE OF BIOLOGY STUDENTS AT THE SENIOR SECONDARY SCHOOL IN GWAGWALADA AREA COUNCIL, FCT, ABUJA
THE IMPACT OF INSTRUCTIONAL MATERIAL ON THE TEACHING AND LEARNING OF BASIC SCIENCE IN JUNIOR SECONDARY SCHOOLS IN KARU LOCAL GOVERNMENT AREA OF NASARAWA STATE.
THE IMPACT OF ENVIRONMENTAL EDUCATION ON WASTE MANAGEMENT STRATEGIES IN GBOKO LOCAL GOVERNMENT AREA OF BENUE STATE.
EFFECTS OF INSTRUCTIONAL MATERIALS ON ACHIEVEMENT AND RETENTION OF BIOLOGY CONCEPTS AMONG SECONDARY SCHOOL STUDENTS IN EDO STATE, NIGERIA
STRATEGIES OF TEACHING BIOLOGY IN SENIOR SECONDARY SCHOOLS IN KATSINA STATE.
RELEVANT PROCESS SKILLS NEEDED FOR EFFECTIVE TEACHING OF BASIC SCIENCE I N JUNIOR SECONDARY IN IGUEBEN LOCAL GOVERNMENT AREA OF EDO STATE.
INFLUENCE OF FAMILY BACKGROUND ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN BIOLOGY IN OGBIA LOCAL GOVERNMENT AREA OF BAYELSA STATE
THE EFFECT OF POOR TEACHER-STUDENT RELATIONSHIPS ON THE ACADEMIC ACHIEVEMENT OF BIOLOGY STUDENTS IN OSHIMILI SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE.
IMPACT OF INSTRUCTIONAL MATREIAL IN TEACHING AND LEARNING OF BIOLOGY IN AGUATA LOCAL GOVERNMENT OF ANAMBRA STATE
THE AVAILABILITY OF BIOLOGY TEACHERS AND AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING AND LEARNING OF BIOLOGY IN SENIOR SECONDARY SCHOOL IN KUJE AREA COUNCIL, FCT ABUJA.
IMPROVISATION AND EFFECTIVE UTILIZATION OF INSTRUCTIONAL MATERIALS IN SCIENCE EDUCATION STUDENT TEACHERS IN NIGERIA
FACTORS AFFECTING THE USE OF FIELD TRIP METHOD IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOL IN OSHIMILI LOCAL GOVERNMENT AREA, DELTA STATE
INFLUENCE OF QUALIFICATION OF INTEGRATED SCIENCE TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS ACADEMIC PERFORMANCE IN EXTERNAL EXAMINATION IN RIVERS STATE
EFFECT OF CONTINUOUS ASSESSMENT IN THE TEACHING AND LEARNING OF BASIC SCIENCE IN SECONDARY SCHOOLS IN KARU LOCAL GOVERNMENT AREA OF NASARAWA STATE

NOTE: On Students Mirror Blog, we only provide our readers with free project topics, not project materials. Unlike other blogs, we encourage students to carry out their project themselves and not copy and paste from past materials. It is unethical and academically dishonest to plagiarize someone else’s research project and submit it as your own work.

If you have gone through the aforementioned free Biology Education project topics and selected the ones you like, or if you already have project topics but need guidance, please contact us. Click here to send us an email.

However, as educators, we highly encouraged students to do their projects themselves, because this would be helpful. There are several reasons why undergraduate students should work on their own research projects and avoid copying from previous works. They include:

Undergraduate research projects provide an opportunity for students to apply and deepen their understanding of the material they have learned in their classes.

Originality

Secondly, original research contributes new knowledge to the field, which is an important part of academic inquiry. Plagiarizing other previous works undermines the importance of originality and could compromise the validity of results and findings that can be tagged as plagiarism.

Professional Development

Participating in research projects can help students develop a variety of valuable skills that are highly sought after by employers, such as teamwork, communication, and project management. Such research experience can be an important factor when applying to graduate school or other professional programmes.

In addition, doing your research work yourself will serve you well in your future careers.

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How to Find Science Project Ideas

Plant project ideas, human body project ideas, animal project ideas, researching your science project ideas.

B.A., Biology, Emory University
A.S., Nursing, Chattahoochee Technical College

Science fair projects give you the opportunity to experience science and biology through hands-on activities . In order to ensure that you have a great biology project, it is important that you first understand biology and the scientific method . Simply put, biology is the study of life. Life is all around us which means that there are enormous possibilities when considering a biology science project. We use the scientific method as a means of studying science and biology. Scientific inquiry starts with an observation followed by the formulation of a question about what has been observed. Then comes designing a scientific experiment to answer the question posed.

So where do you get ideas for biology science fair projects? The answer is from almost anywhere. The key is to start with a question that you would like to find an answer to and use the scientific method to help you answer it. When choosing a science fair project topic , make sure that you select a topic that you are interested in. Then narrow this topic down to a specific question.

Below you will find science fair project ideas primarily related to biology. Remember that these samples are meant to give direction and ideas. It is important that you do the work yourself and not just copy the material. Also, be sure that you know all of the rules and regulations for your particular science fair before you begin your project.

Plants are important to life as we know it. They provide everything from food, clothing, and shelter to medicine and fuel. Plant projects are popular because plants are abundant, inexpensive, and relatively easy to study during experimentation. These experiments allow you to learn about plant processes and environmental factors that impact plant life.

Plant-based science projects : Find more than 20 ideas for science fair projects involving plants.
Soil chemistry : Learn about soil chemistry with these example projects about plant science and the chemical composition of soil.
Popcorn studies : Enjoy these fun, easy, and interesting experiments with popcorn.

If you have ever wondered how the body works or about all the biological processes that keep the body functioning, then you should consider a science project on the human body. These projects allow you to gain a better knowledge of how the body functions and also provide insight into human behavior.

Human body projects : If your interest is in biological processes and human behavior, this resource has several ideas for projects on the human body, including the study of the effects of music, temperature, and video games on mood.
Kids' neuroscience experiments : This is a nice collection of experiments relating to neuroscience. It includes projects dealing with reflexes, the nervous system , biological rhythms, and more.
Human hair projects : Find several ideas for doing projects about hair. Topics include hair growth rates and hair loss management.

Animal science projects allow us to understand various aspects of animal life. They provide information about animal anatomy, behavior, and even provide insight into human biological processes. Before deciding to do an animal project, be sure that you get permission and avoid animal cruelty. Some science fairs do not allow animal experiments, while others have strict regulations for animal usage.

Animal projects : Find great ideas for projects involving insects, birds, amphibians, fish, and mammals. Discover how light, pollution, and magnetic fields affect animals.

After you have come up with an idea and topic for your science project, you must research your topic. Research involves finding out everything you can about the scientific principles involved with your project idea. There are several resources available for researching your science fair project. Some of these include your local library, science books and magazines, internet science news sources, and teachers or educators. The most helpful thing that you can do when researching for your project is to take excellent notes.

Record references for the books and other materials you have used in your research.
Take notes on simple experiments on which to base your experiment.
Keep notes on diagrams used in similar experiments.
Record observations from other experiments.
Keep notes on samples of logs and other means for collecting data.
Make lists of materials that you might want to order and their suppliers.

It is important that keep track of all the resources used in your research as these source materials will be required for listing in the bibliography for your science fair project report.

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200+ Unique And Interesting Biology Research Topics For Students In 2023

Are you curious about the fascinating world of biology and its many research possibilities? Well, you are in the right place! In this blog, we will explore biology research topics, exploring what biology is, what constitutes a good research topic, and how to go about selecting the perfect one for your academic journey.

So, what exactly is biology? Biology is the study of living organisms and their interactions with the environment. It includes everything from the tiniest cells to the largest ecosystems, making it a diverse and exciting field of study.

Stay tuned to learn more about biology research topics as we present over 200 intriguing research ideas for students, emphasizing the importance of selecting the right one. In addition, we will also share resources to make your quest for the perfect topic a breeze. Let’s embark on this scientific journey together!

If you are having trouble with any kind of assignment or task, do not worry—we can give you the best microbiology assignment help at a value price. Additionally, you may look at nursing project ideas .

What Is Biology?

Table of Contents

Biology is the study of living things, like animals, plants, and even tiny organisms too small to see. It helps us understand how these living things work and how they interact with each other and their environment. Biologists, or scientists who study biology, explore topics like how animals breathe, how plants grow, and how our bodies function. By learning about biology, we can better care for the Earth and all its living creatures.

What Is A Good Biology Research Topic?

A good biology research topic is a question or problem in the field of biology that scientists want to investigate and learn more about. It should be interesting and important, like studying how a new medicine can treat a disease or how animals adapt to changing environments. The topic should also be specific and clear, so researchers can focus on finding answers. Additionally, it’s helpful if the topic hasn’t been studied extensively before, so the research can contribute new knowledge to the field of biology and help us better understand the natural world.

Tips For Choosing A Biology Research Topics

Here are some tips for choosing a biology research topics:

1. Choose What Interests You

When picking a biology research topic, go for something that you personally find fascinating and enjoyable. When you’re genuinely curious about it, you’ll be more motivated to study and learn.

2. Select a Significant Topic

Look for a subject in biology that has real-world importance. Think about whether your research can address practical issues, like finding cures for diseases or understanding environmental problems. Research that can make a positive impact is usually a good choice.

3. Check If It’s Doable

Consider if you have the necessary tools and time to carry out your research. It’s essential to pick a topic that you can actually study with the resources available to you.

4. Add Your Unique Perspective

Try to find a fresh or different angle for your research. While you can build upon existing knowledge, bringing something new or unique to the table can make your research more exciting and valuable.

5. Seek Guidance

Don’t hesitate to ask for advice from your teachers or experienced researchers. They can provide you with valuable insights and help you make a smart decision when choosing your research topic in biology.

Biology Research Topics For College Students

1. Investigating the role of genetic mutations in cancer development.

2. Analyzing the impact of climate changes on wildlife populations.

3. Studying the ecology of invasive species in urban environments.

4. Investigating the microbiome of the human gut and its relationship to health.

5. Analyzing the genetic diversity of endangered species for conservation.

6. Studying the evolution of antibiotic resistance in bacteria.

7. Investigating the ecological consequences of deforestation.

8. Analyzing the behavior and communication of social insects like ants and bees.

9. Studying the physiology of extreme environments, such as deep-sea hydrothermal vents.

10. Investigating the molecular mechanisms of cell division and mitosis.

Plant Biology Research Topics For College Students

11. Studying the impact of different fertilizers on crop yields and soil health.

12. Analyzing the genetics of plant resistance to pests and diseases.

13. Investigating the role of plant hormones in growth and development.

14. Studying the adaptation of plants to drought conditions.

15. Analyzing the ecological interactions between plants and pollinators.

16. Investigating the use of biotechnology to enhance crop traits.

17. Studying the genetics of plant breeding for improved varieties.

18. Analyzing the physiology of photosynthesis and carbon fixation in plants.

19. Investigating the effects of soil microbiota on plant health.

20. Studying the evolution of plant species in response to changing environments.

Biotechnology Research Topics For College Students

21. Investigating the use of CRISPR-Cas9 technology for genome editing.

22. Analyzing the production of biofuels from microorganisms.

23. Studying the application of biotechnology in medicine, such as gene therapy.

24. Investigating the use of bioplastics as a sustainable alternative to conventional plastics.

25. Analyzing the role of biotechnology in food production, including GMOs.

26. Studying the development of biopharmaceuticals and monoclonal antibodies.

27. Investigating the use of bioremediation to clean up polluted environments.

28. Studying the potential of synthetic biology for creating novel organisms.

29. Analyzing the ethical and social implications of biotechnological advancements.

30. Investigating the use of biotechnology in forensic science, such as DNA analysis.

Molecular Biology Research Topics For Undergraduates

31. Studying the structure and function of DNA and RNA molecules.

32. Analyzing the regulation of gene expression in eukaryotic cells.

33. Investigating the mechanisms of DNA replication and repair.

34. Studying the role of non-coding RNAs in gene regulation.

35. Analyzing the molecular basis of genetic diseases like cystic fibrosis.

36. Investigating the epigenetic modifications that control gene activity.

37. Studying the molecular mechanisms of protein folding and misfolding.

38. Analyzing the molecular pathways involved in cancer progression.

39. Investigating the molecular basis of neurodegenerative diseases.

40. Studying the use of molecular markers in genetic diversity analysis.

Life Science Research Topics For High School Students

41. Investigating the effects of different diets on human health.

42. Analyzing the impact of exercise on cardiovascular fitness.

43. Studying the genetics of inherited traits and diseases.

44. Investigating the ecological interactions in a local ecosystem.

45. Analyzing the diversity of microorganisms in soil or water samples.

46. Studying the anatomy and physiology of a specific organ or system.

47. Investigating the life cycle of a local plant or animal species.

48. Studying the effects of environmental pollutants on aquatic organisms.

49. Analyzing the behavior of a specific animal species in its habitat.

50. Investigating the process of photosynthesis in plants.

Biology Research Topics For Grade 12

51. Investigating the genetic basis of a specific inherited disorder.

52. Analyzing the impact of climate change on a local ecosystem.

53.Studying the biodiversity of a particular rainforest region.

54. Investigating the physiological adaptations of animals to extreme temperatures.

55. Analyzing the effects of pollution on aquatic ecosystems.

56. Studying the life history and conservation status of an endangered species.

57. Investigating the molecular mechanisms of a specific disease.

58. Studying the ecological interactions within a coral reef ecosystem.

59. Analyzing the genetics of plant hybridization and speciation.

60. Investigating the behavior and communication of a particular bird species.

Marine Biology Research Topics

61. Studying the impact of ocean acidification on coral reefs.

62. Analyzing the migration patterns of marine mammals.

63. Investigating the physiology of deep-sea creatures under high pressure.

64. Studying the ecology of phytoplankton and their role in the marine food web.

65. Analyzing the behavior of different species of sharks.

66. Investigating the conservation of sea turtle populations.

67. Studying the biodiversity of deep-sea hydrothermal vent communities.

68. Analyzing the effects of overfishing on marine ecosystems.

69. Investigating the adaptation of marine organisms to extreme cold in polar regions.

70. Studying the bioluminescence and communication in marine organisms.

AP Biology Research Topics

71. Investigating the role of specific enzymes in cellular metabolism.

72. Analyzing the genetic variation within a population.

73. Studying the mechanisms of hormonal regulation in animals.

74. Investigating the principles of Mendelian genetics through trait analysis.

75. Analyzing the ecological succession in a local ecosystem.

76. Studying the physiology of the human circulatory system.

77. Investigating the molecular biology of a specific virus.

78. Studying the principles of natural selection through evolutionary simulations.

79. Analyzing the genetic diversity of a plant species in different habitats.

80. Investigating the effects of different environmental factors on plant growth.

Cell Biology Research Topics

81. Investigating the role of mitochondria in cellular energy production.

82. Analyzing the mechanisms of cell division and mitosis.

83. Studying the function of cell membrane proteins in signal transduction.

84. Investigating the cellular processes involved in apoptosis (cell death).

85. Analyzing the role of endoplasmic reticulum in protein synthesis and folding.

86. Studying the dynamics of the cytoskeleton and cell motility.

87. Investigating the regulation of cell cycle checkpoints.

88. Analyzing the structure and function of cellular organelles.

89. Studying the molecular mechanisms of DNA replication and repair.

90. Investigating the impact of cellular stress on cell health and function.

Human Biology Research Topics

91. Analyzing the genetic basis of inherited diseases in humans.

92. Investigating the physiological responses to exercise and physical activity.

93. Studying the hormonal regulation of the human reproductive system.

94. Analyzing the impact of nutrition on human health and metabolism.

95. Investigating the role of the immune system in disease prevention.

96. Studying the genetics of human evolution and migration.

97. Analyzing the neural mechanisms underlying human cognition and behavior.

98. Investigating the molecular basis of aging and age-related diseases.

99. Studying the impact of environmental toxins on human health.

100. Analyzing the genetics of organ transplantation and tissue compatibility.

Molecular Biology Research Topics

101. Investigating the role of microRNAs in gene regulation.

102. Analyzing the molecular basis of genetic disorders like cystic fibrosis.

103. Studying the epigenetic modifications that control gene expression.

104. Investigating the molecular mechanisms of RNA splicing.

105. Analyzing the role of telomeres in cellular aging.

106. Studying the molecular pathways involved in cancer metastasis.

107. Investigating the molecular basis of neurodegenerative diseases.

108. Studying the molecular interactions in protein-protein networks.

109. Analyzing the molecular mechanisms of DNA damage and repair.

110. Investigating the use of CRISPR-Cas9 for genome editing.

Animal Biology Research Topics

111. Studying the behavior and communication of social insects like ants.

112. Analyzing the physiology of hibernation in mammals.

113. Investigating the ecological interactions in a predator-prey relationship.

114. Studying the adaptations of animals to extreme environments.

115. Analyzing the genetics of inherited traits in animal populations.

116. Investigating the impact of climate change on animal migration patterns.

117. Studying the diversity of marine life in coral reef ecosystems.

118. Analyzing the physiology of flight in birds and bats.

119. Investigating the molecular basis of animal coloration and camouflage.

120. Studying the behavior and conservation of endangered species.

Neuroscience Research Topics
Mental Health Research Topics

Plant Biology Research Topics

121. Investigating the role of plant hormones in growth and development.

122. Analyzing the genetics of plant resistance to pests and diseases.

123. Climate change and plant phenology are being examined.

124. Investigating the ecology of mycorrhizal fungi and their symbiosis with plants.

125. Investigating plant photosynthesis and carbon fixing.

126. Molecular analysis of plant stress responses.

127. Investigating the adaptation of plants to drought conditions.

128. Studying the role of plants in phytoremediation of polluted environments.

129. Analyzing the genetics of plant hybridization and speciation.

130. Investigating the molecular basis of plant-microbe interactions.

Environmental Biology Research Topics

131. Analyzing the effects of pollution on aquatic ecosystems.

132. Investigating the biodiversity of a particular ecosystem.

133. Studying the ecological consequences of deforestation.

134. Analyzing the impact of climate change on wildlife populations.

135. Investigating the use of bioremediation to clean up polluted sites.

136. Studying the environmental factors influencing species distribution.

137. Analyzing the effects of habitat fragmentation on wildlife.

138. Investigating the ecology of invasive species in new environments.

139. Studying the conservation of endangered species and habitats.

140. Analyzing the interactions between humans and urban ecosystems.

Chemical Biology Research Topics

141. Investigating the design and synthesis of new drug compounds.

142. Analyzing the molecular mechanisms of enzyme catalysis.

143.Studying the role of small molecules in cellular signaling pathways.

144. Investigating the development of chemical probes for biological research.

145. Studying the chemistry of protein-ligand interactions.

146. Analyzing the use of chemical biology in cancer therapy.

147. Investigating the synthesis of bioactive natural products.

148. Studying the role of chemical compounds in microbial interactions.

149. Analyzing the chemistry of DNA-protein interactions.

150. Investigating the chemical basis of drug resistance in pathogens.

Medical Biology Research Topics

151. Investigating the genetic basis of specific diseases like diabetes.

152. Analyzing the mechanisms of drug resistance in bacteria.

153. Studying the molecular mechanisms of autoimmune diseases.

154. Investigating the development of personalized medicine approaches.

155. Studying the role of inflammation in chronic diseases.

156. Analyzing the genetics of rare diseases and genetic syndromes.

157. Investigating the molecular basis of viral infections and vaccines.

158. Studying the mechanisms of organ transplantation and rejection.

159. Analyzing the molecular diagnostics of cancer.

160. Investigating the biology of stem cells and regenerative medicine.

Evolutionary Biology Research Topics

161. Studying the evolution of human ancestors and early hominids.

162. The genetic variety of species and between species is being looked at.

163. Investigating the role of sexual selection in animal evolution.

164. Studying the co-evolutionary relationships between parasites and hosts.

165. Analyzing the evolutionary adaptations of extremophiles.

166. Investigating the evolution of developmental processes (evo-devo).

167. Studying the biogeography and distribution of species.

168. Analyzing the evolution of mimicry in animals and plants.

169. Investigating the genetics of speciation and hybridization.

170. Studying the evolutionary history of domesticated plants and animals.

Cellular Biology Research Topics

171. Investigating the role of autophagy in cellular homeostasis.

172. Analyzing the mechanisms of cellular transport and trafficking.

173. Studying the regulation of cell adhesion & migration.

174. Investigating the cellular responses to DNA damage.

175. Analyzing the dynamics of cellular membrane structures.

176. Studying the role of cellular organelles in lipid metabolism.

177. Investigating the molecular mechanisms of cell-cell communication.

178. Studying the physiology of cellular respiration and energy production.

179. Analyzing the cellular mechanisms of viral entry and replication.

180. Investigating the role of cellular senescence in aging and disease.

Good Biology Research Topics Related To Brain Injuries

181. Analyzing the molecular mechanisms of traumatic brain injury.

182. Investigating the role of neuroinflammation in brain injury recovery.

183. Studying the impact of concussions on long-term brain health.

184. Analyzing the use of neuroimaging in diagnosing brain injuries.

185. Investigating the development of neuroprotective therapies.

186. Studying the genetics of susceptibility to brain injuries.

187. Analyzing the cognitive and behavioral effects of brain trauma.

188. Investigating the role of rehabilitation in brain injury recovery.

189. Studying the cellular and molecular changes in axonal injury.

190. Looking into how stem cell therapy might be used to help brain injuries.

Biology Quantitative Research Topics

191. Investigating the mathematical modeling of population dynamics.

192. Analyzing the statistical methods for biodiversity assessment.

193. Studying the use of bioinformatics in genomics research.

194. Investigating the quantitative analysis of gene expression data.

195. Studying the mathematical modeling of enzyme kinetics.

196. Analyzing the statistical approaches for epidemiological studies.

197. Investigating the use of computational tools in phylogenetics.

198. Studying the mathematical modeling of ecological systems.

199. Analyzing the quantitative analysis of protein-protein interactions.

200. Investigating the statistical methods for analyzing genetic variation.

Importance Of Choosing The Right Biology Research Topics

Here are some importance of choosing the right biology research topics:

1. Relevance to Your Interests and Goals

Choosing the right biology research topic is important because it should align with your interests and goals. Studying something you’re passionate about keeps you motivated and dedicated to your research.

2. Contribution to Scientific Knowledge

Your research should contribute something valuable to the world of science. Picking the right topic means you have the chance to discover something new or solve a problem, advancing our understanding of the natural world.

3. Availability of Resources

Consider the resources you have or can access. If you pick a topic that demands resources you don’t have, your research may hit a dead end. Choosing wisely means you can work efficiently.

4. Feasibility and Manageability

A good research topic should be manageable within your time frame and capabilities. If it’s too broad or complex, you might get overwhelmed. Picking the right topic ensures your research is doable.

5. Real-World Impact

Think about how your research might benefit the real world. Biology often has implications for health, the environment, or society. Choosing a topic with practical applications can make your work meaningful and potentially change lives.

Resources For Finding Biology Research Topics

There are numerous resources for finding biology research topics:

1. Online Databases

Look on websites like PubMed and Google Scholar. They have lots of biology articles. Type words about what you like to find topics.

2. Academic Journals

Check biology magazines. They talk about new research. You can find ideas and see what’s important.

3. University Websites

Colleges show what their teachers study. Find teachers who like what you like. Ask them about ideas for your own study.

4. Science News and Magazines

Read science news. They tell you about new things in biology. It helps you think of research ideas.

5. Join Biology Forums and Communities

Talk to other people who like biology online. You can ask for ideas and find friends to help you. Use websites like ResearchGate and Reddit for this.

Conclusion

Biology Research Topics offer exciting opportunities for exploration and learning. We’ve explained what biology is and stressed the importance of picking a good research topic. Our tips and extensive list of over 200 biology research topics provide valuable guidance for students.

Selecting the right topic is more than just getting good grades; it’s about making meaningful contributions to our understanding of life. We’ve also shared resources to help you discover even more topics. So, embrace the world of biology research, embark on a journey of discovery, and be part of the ongoing effort to unravel the mysteries of the natural world.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

Topic Kickstarter: Research topics in education

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

How to find a research topic (video)
List of 50+ education-related research topics/ideas
List of 120+ level-specific research topics
Examples of actual dissertation topics in education
Tips to fast-track your topic ideation (video)
Free Webinar : Topic Ideation 101
Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

The impact of school funding on student achievement
The effects of social and emotional learning on student well-being
The effects of parental involvement on student behaviour
The impact of teacher training on student learning
The impact of classroom design on student learning
The impact of poverty on education
The use of student data to inform instruction
The role of parental involvement in education
The effects of mindfulness practices in the classroom
The use of technology in the classroom
The role of critical thinking in education
The use of formative and summative assessments in the classroom
The use of differentiated instruction in the classroom
The use of gamification in education
The effects of teacher burnout on student learning
The impact of school leadership on student achievement
The effects of teacher diversity on student outcomes
The role of teacher collaboration in improving student outcomes
The implementation of blended and online learning
The effects of teacher accountability on student achievement
The effects of standardized testing on student learning
The effects of classroom management on student behaviour
The effects of school culture on student achievement
The use of student-centred learning in the classroom
The impact of teacher-student relationships on student outcomes
The achievement gap in minority and low-income students
The use of culturally responsive teaching in the classroom
The impact of teacher professional development on student learning
The use of project-based learning in the classroom
The effects of teacher expectations on student achievement
The use of adaptive learning technology in the classroom
The impact of teacher turnover on student learning
The effects of teacher recruitment and retention on student learning
The impact of early childhood education on later academic success
The impact of parental involvement on student engagement
The use of positive reinforcement in education
The impact of school climate on student engagement
The role of STEM education in preparing students for the workforce
The effects of school choice on student achievement
The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

Investigating the effects of peer tutoring on academic achievement in primary school
Exploring the benefits of mindfulness practices in primary school classrooms
Examining the effects of different teaching strategies on primary school students’ problem-solving skills
The use of storytelling as a teaching strategy in primary school literacy instruction
The role of cultural diversity in promoting tolerance and understanding in primary schools
The impact of character education programs on moral development in primary school students
Investigating the use of technology in enhancing primary school mathematics education
The impact of inclusive curriculum on promoting equity and diversity in primary schools
The impact of outdoor education programs on environmental awareness in primary school students
The influence of school climate on student motivation and engagement in primary schools
Investigating the effects of early literacy interventions on reading comprehension in primary school students
The impact of parental involvement in school decision-making processes on student achievement in primary schools
Exploring the benefits of inclusive education for students with special needs in primary schools
Investigating the effects of teacher-student feedback on academic motivation in primary schools
The role of technology in developing digital literacy skills in primary school students
Effective strategies for fostering a growth mindset in primary school students
Investigating the role of parental support in reducing academic stress in primary school children
The role of arts education in fostering creativity and self-expression in primary school students
Examining the effects of early childhood education programs on primary school readiness
Examining the effects of homework on primary school students’ academic performance
The role of formative assessment in improving learning outcomes in primary school classrooms
The impact of teacher-student relationships on academic outcomes in primary school
Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
Investigating the role of creativity and imagination in primary school curriculum
The impact of nutrition and healthy eating programs on academic performance in primary schools
The impact of social-emotional learning programs on primary school students’ well-being and academic performance
The role of parental involvement in academic achievement of primary school children
Examining the effects of classroom management strategies on student behavior in primary school
The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
The effectiveness of project-based learning in developing critical thinking skills in primary school students
The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
The effects of class size on student engagement and achievement in primary schools
Investigating the effects of recess and physical activity breaks on attention and learning in primary school
Exploring the benefits of outdoor play in developing gross motor skills in primary school children
The effects of educational field trips on knowledge retention in primary school students
Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
The impact of parental involvement in homework on primary school students’ academic achievement
Investigating the effectiveness of different assessment methods in primary school classrooms
The influence of physical activity and exercise on cognitive development in primary school children
Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

Investigating the effects of school discipline policies on student behavior and academic success in secondary education
The role of social media in enhancing communication and collaboration among secondary school students
The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
Investigating the effects of technology integration on teaching and learning in secondary education
Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
The impact of arts education on creativity and self-expression in secondary school students
The effectiveness of flipped classrooms in promoting student learning in secondary education
The role of career guidance programs in preparing secondary school students for future employment
Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
The impact of socio-economic factors on educational attainment in secondary education
Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
The influence of standardized testing on teaching practices and student learning in secondary education
Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
The influence of teacher professional development on instructional practices and student outcomes in secondary schools
The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
Investigating the effects of blended learning models on student engagement and achievement in secondary education
The role of physical education in promoting physical health and well-being among secondary school students
Investigating the effects of gender on academic achievement and career aspirations in secondary education
Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
The impact of school counseling services on student mental health and well-being in secondary schools
Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
The role of digital literacy in preparing secondary school students for the digital age
The influence of parental involvement on academic success and well-being of secondary school students
The impact of social-emotional learning programs on secondary school students’ well-being and academic success
The role of character education in fostering ethical and responsible behavior in secondary school students
Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
The role of educational technology in promoting personalized learning experiences in secondary schools
The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
The influence of parental support on academic motivation and achievement in secondary education
The role of school climate in promoting positive behavior and well-being among secondary school students
Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
The impact of educational policies on educational equity and access in secondary education
Examining the effects of homework on academic achievement and student well-being in secondary education
Investigating the effects of different assessment methods on student performance in secondary schools
Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

The role of student support services in promoting academic success and well-being in higher education
The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
The influence of faculty professional development on instructional practices and student outcomes in tertiary education
The influence of faculty-student relationships on student success and well-being in tertiary education
The impact of college transition programs on students’ academic and social adjustment to higher education
The impact of online learning platforms on student learning outcomes in higher education
The impact of financial aid and scholarships on access and persistence in higher education
The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
Examining the effects of flipped classroom models on student learning and retention in higher education
Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
The influence of study abroad programs on intercultural competence and global perspectives of college students
Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
The role of digital literacy and information literacy skills in supporting student success in the digital age
Investigating the effects of experiential learning opportunities on career readiness and employability of college students
The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
The role of technology in enhancing collaborative learning experiences in tertiary classrooms
The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
Core values driving sustained elite performance cultures (Beiner, 2020)
Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest. In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

Research Topic Kickstarter - Need Help Finding A Research Topic?

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54 Comments

This is an helpful tool 🙏

Special education

Really appreciated by this . It is the best platform for research related items

Research title related to school of students

Research title related to students

Good idea I’m going to teach my colleagues

You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

Thanks a lot

I learned a lot from this site, thank you so much!

Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

Hi 👋 I request that you help me with a written research proposal about education the format

l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

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Biology Education Project Topics for Final Year Students

Welcome to Kindi Recruit! Today in this article, we’re listing the major Biology Education Project Topics for Final Year Students for B.Sc., NCE, and PGD. So if you are a final-year student at any institution, kindly pay close attention to the information provided on this page.

In the past years, many final-year students in education have been wondering how to choose a research topic in biology. That’s why we made this article available to help you know a particular biology education project topic to pick either in Thesis or Dissertation Topic, Presentations, Journals, Seminar topics, proposals, research papers, and also in project reports.

Table of Contents

Overview of Biology in Education

Biology is a fascinating subject that helps students understand the world and make informed decisions about their health and well-being. So, when choosing or writing a biology education project topic, kindly note the following tips:

Start by providing a brief overview of the topic. What is biology education? Why is it important?
State the specific problem or issue that you are addressing in your project. What are you trying to find out?
Explain the significance of your project. Why is it important to study this topic?
Review the research literature on your topic. What have other researchers found?
State your hypothesis or research question. What do you think the answer to your question is?
Outline the significance of your findings. What do your findings mean for the field of biology education?

How do I choose a research topic in biology?

Prior to this, a compelling biology research paper topic should offer a unique perspective on life, encompassing humans, animals, plants, and ecology, ensuring thought-provoking and relevant content.

What are the project topics in biology education?

I know you might like to ask what the project topics are in biology education. The answer is straightforward, the study investigates the impact of inclusive education on biology teaching, the effects of blended teaching approaches on student achievement, and compares biology delivery content in conventional and university settings.

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How do you start a biology research paper?

Before I go into the main topic, let me first list five (5) steps that can help you when searching for biology education topics. These steps are:

Review the assignment carefully.
Conduct research using scholarly sources.
Develop a thesis statement before you start writing.
Outline your essay before you write it.
Write your paper.

List of Biology Education Project Topics for Final Year Students

Listed below are 50 examples of the final-year project topics for biology education students.

The effect of instructional materials on the learning and teaching of biology in senior secondary schools.
The effect of biology practical activities on the academic achievement of senior secondary school students.
The impact of teacher-student relationships on biology students’ academic achievement.
The effect of laboratory experience on students’ achievement in biology.
The factors affecting the use of field trips in biology teaching and learning in secondary schools.
The impact of educational technology on biology teaching and learning.
The effect of field trips on biology students’ achievement.
The relationship between student learning time and academic performance in biology.
The assessment of practical activities in biology and their impact on secondary school students’ achievement.
The prevalence of misconceptions about biology among secondary school students.
The challenges of teaching biology in a rural setting.
The impact of technology on the teaching and learning of biology.
The role of parents in the education of their children in biology.
The impact of biology education on the environmental awareness of students.
The relationship between biology education and career choices.
The challenges of teaching biology to students with special needs.
The effectiveness of using educational technology to improve the teaching and learning of biology.
The use of indigenous knowledge in teaching biology.
The impact of biology education on the health and well-being of students.
The role of biology education in sustainable development.
The effect of biology education on the socio-economic development of a community.
The challenges of teaching biology in a multilingual setting.
The use of social media to promote biology education.
The impact of biology education on the food security of a nation.
The role of biology education in disaster risk reduction.
The effectiveness of using case studies in teaching biology.
The use of field trips to improve the learning of biology.
The impact of biology education on the conservation of biodiversity.
The challenges of teaching biology in an era of climate change.
The role of biology education in promoting peace and conflict resolution.
The effectiveness of using peer-to-peer learning in teaching biology.
The use of role-playing games to improve the learning of biology.
The impact of biology education on the prevention of diseases.
The challenges of teaching biology in a multicultural setting.
The use of storytelling to teach biology.
The impact of biology education on the development of sustainable agriculture.
The role of biology education in promoting gender equality.
The effectiveness of using problem-based learning in teaching biology to students with special needs.
The use of technology to improve the teaching and learning of biology in rural areas.
The impact of biology education on the environmental literacy of students.
The challenges of teaching biology in an online setting.
The role of biology education in promoting civic engagement.
The effectiveness of using simulations in teaching biology to students with special needs.
The use of gamification to improve the learning of biology.
The impact of biology education on the decision-making skills of students.
The challenges of teaching biology to students from low-income families.
The role of biology education in promoting global citizenship.
The effectiveness of using mobile learning to improve the learning outcomes of biology students in rural areas.
The effectiveness of using games and simulations in teaching biology.
The use of humor in teaching biology to improve student engagement.

These are just a few examples. When selecting a topic, it is very important to consider your interests, the availability of resources, and the feasibility of completing the project within a reasonable timeframe.

Here are some additional tips for choosing a biology education project topic:

Your interests: Choose a topic you are interested in and are motivated to research.
The availability of resources: Ensure you have access to the resources you need to complete your project, such as textbooks, articles, and data.
The feasibility of completing the project within a reasonable timeframe: Be realistic about how much time you have to complete your project.
The approval of your project advisor: Make sure to consult with your project advisor to get their approval on your topic.

For more information about Biology Education Project Topics for Final Year Students, kindly follow us on Kindi Recruit. If you have any questions concerning the subject matter, indicate them in the comment section below.

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BIOLOGY PROJECT TOPICS AND MATERIALS

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By the end of the course, the learner should be able to: 1. communicate biological information in a precise, clear and logical manner 2. develop an understanding of interrelationships between plants and animals and between humans and their environment 3. apply the knowledge gained to improve and maintain the health of the individual, family and the community 4. relate and apply relevant biological knowledge and understanding to social and economic situations in rural and urban settings 5. observe and identify features of familiar and unfamiliar organisms, record the observations and make deductions about the functions of parts of organisms 6. develop positive attitudes and interest towards biology and the relevant practical skills 7. demonstrate resourcefulness, relevant technical skills and scientific thinking necessary for economic development 8. design and carry out experiments and projects that will enable them understand biological concepts 9. create awareness of the value of cooperation in solving problems 10. acquire a firm foundation of relevant knowledge, skills and attitudes for further education and for training in related scientific field.

YUSHA'U RUNKA SALISU

Mosquitoes constitute a serious Public Health menace, resulting in millions of death worldwide each year. Emergence of insecticide resistant strains of the mosquitoes poses a serious threat and hence calls for alternative control measures. This study assessed the larvicidal efficacy of the methanolic and aqueous extracts of different parts of Picralima nitida against the 4th instar larvae of the malaria vector Anopheles gambiae . Larvicidal activities of the leaf, seed and pulp of the plant were therefore studied on laboratory reared larvae of A. gambiae at concentration ranges of 0.5 mg/ml to 5.0 mg/ml. The LC 50 and LC 95 values were obtained from probit analysis using SPSS version 16.0, at 95% confidence limit (CL). The Median Relative Potency of the extracts was also obtained using probit analysis at (P ≤0.05). Results of the study indicated that the LC 50 and LC 95 values of the aqueous leaf extracts were 3.14 mg/ml and 42.15 mg/ml at 24 h, 0.35 mg/ml and 4.73 mg/ml at 48 h and 0.16 mg/ml and 2.20 mg/ml at 72 h. A lower larvicidal activity was however observed with the methanolic leaf extract: LC 50 value of 48.38 mg/ml, 15.82 mg/ml and 0.33 mg/ml at 24 h, 48 h and 72 h respectively. Methanolic seed extract on the other hand, exhibited a higher degree of potency compared with the aqueous seed extract with a low LC 50 value of 0.87 mg/ml, 0.21 mg/ml and 0.15 mg/ml at 24, 48 and 72 h respectively; and an LC 95 values of 0.74 mg/ml, 0.18 mg/ml and 0.12 mg/ml at same time interval. A higher efficacy of activity was exhibited by the aqueous pulp extract than the methanolic pulp extract; with lowest LC 50 of 2.79 mg/ml at 72 h, and LC 95 value of 10.40 mg/ml. The relative potency estimate of the aqueous extract at 24 h gave the following result: aqueous leaf extract was 5.48 times more potent than the aqueous seed; the aqueous pulp 2.20 times greater than the aqueous seed whereas the aqueous leaf was 2.50 times more potent than the aqueous pulp. Similar trend was also observed at 48 and 72 h. Comparatively, at 24 h the methanolic seed extract was 269.76 times more potent than the methanolic leaf extracts; the methanolic pulp extract 2.40 times more potent than the methanolic leaf while the methanolic seed gave a potency of 112.49 times more than the methanolic pulp. However at 48 and 72 h, there was a reversal in trend with the methanolic leaf extract showing a relative potency of 2.73 and 11.51 times that of the methanolic pulp. The LT 50 (Median Lethal Time) of the extracts, evaluated at concentration of 1.0mg/ml with P = 0.05, was the following LT 50 ; 28h, 3.6 h and 57 h for aqueous leaf extract, methanolic seed extract and methanolic leaf extract respectively. Similarly, comparative evaluation of the overall efficacy of the various extracts showed that the methanolic seed extract exhibited the highest degree of activity (P<0.05), followed by the aqueous leaf extract and methanolic leaf extract. Conclusively, aqueous seed, methanolic pulp and aqueous pulp extract showed a relatively lower activity and an LT 50 value of 300 hrs and above at a concentration of 1.0 mg/ml. The results of this research therefore underscores the efficacy of the plant and further suggest the use of methanolic seed, aqueous leaf and methanolic leaf extracts of P. nitida as an eco-friendly alternative in malaria vector larviciding.

Ndakalimwe Naftal Gabriel , Edosa Omoregie

Halus Satriawan

Abdulmuhsen Fakih

With the rise in the followers of the low carb diets, many people are turning to them to reap their health benefits. This paper was conducted to find out the effects of following a healthy high fat diet with the focus on the ketogenic diet. The ketogenic diet is a high fat (~70% of calories), low carb (~5% of calories), and moderate protein diet (~25% of calories). Expectations were that evidence will be in favor of following the ketogenic diet. To reach a conclusion, an extensive review of literature was conducted and data was analysed. The expectations were met with the findings proving that a proper high fat diet can drastically improve a subject's overall health.

Maria Deserie Casao

Traditional plant used as medicine by the subanen (subanun) tribes In Limpapa, Zamboanga City at Mindanao (c) Ms. Ruzenda Cconception Bellen

Farah Ahmad

Zamir Libohova

fernan labao

Rebbekah N kaunawoye

TEACHING AIDS IN SECINDARY SCHOOLS

Participation in Biology Education Research Influences Students’ Epistemic Development

† BSCS Science Learning, Colorado Springs, CO 80918

Mallory Wright

‡ Department of Biological Sciences, Clemson University, Clemson, SC 29631

Courtney Faber

§ Cook Grand Challenge Honors Program, Tickle College of Engineering, University of Tennessee, Knoxville, TN 37996

Cazembe Kennedy

∥ Office of Teaching Effectiveness and Innovation, Clemson University, Clemson, SC 29634

Dylan Dittrich-Reed

Knowledge construction is an essential scientific practice, and undergraduate research experiences (UREs) provide opportunities for students to engage with this scientific practice in an authentic context. While participating in UREs, students develop conceptualizations about how science gathers, evaluates, and constructs knowledge (science epistemology) that align with scientific practice. However, there have been few studies focusing on how students’ science epistemologies develop during these experiences. Through the analysis of written reflections and three research papers and by leveraging methods informed by collaborative autoethnography, we construct a case study of one student, describing the development of her science epistemology and scientific agency during her time participating in a biology education URE. Through her reflections and self-analysis, the student describes her context-dependent science epistemology, and how she discovered a new role as a critic of scientific papers. These results have implications for the use of written reflections to facilitate epistemic development during UREs and the role of classroom culture in the development of scientific agency.

INTRODUCTION

As students enter professional careers, they will need to apply their understanding of science to new contexts and construct new knowledge to solve complex problems. To prepare students for such careers, policy makers have highlighted the need to steer student learning toward an understanding of how scientific knowledge is constructed and what counts as knowledge in science, also known as science epistemology ( National Research Council, 2007 , 2013 ; American Association for the Advancement of Science, 2011 ). To pursue the goal of developing students’ science epistemologies, we must first understand epistemic development in students as they participate in authentic science experiences ( Sandoval, 2012 ).

One example of these authentic science experiences are undergraduate research experiences (UREs), in which students engage with research practices to use data and evidence to construct new knowledge within a specific scientific field ( National Academies of Sciences, Engineering, and Medicine [NASEM], 2017 ). There is extensive work describing science, technology, engineering, and mathematics (STEM) student gains in understanding the process of science while participating in UREs (e.g., Thiry et al. , 2005 , 2012 ; Lopatto, 2004 , 2007 ; Hunter et al. , 2007 ), but there is little work describing what epistemic gains may result from student participation in a URE. There are a variety of UREs, and the quality of the educational experience for the student varies based on the costs, research topic, mentoring, and student expectations of the URE ( NASEM, 2017 ). As such, the types of UREs students participate in likely have an impact on their epistemic gains. UREs that focus on biology education (BioEd UREs) provide a unique opportunity for researchers to study epistemic development in undergraduate researchers, because these experiences allow undergraduate researchers to study how others engage with biology knowledge through the use of authentic research practices. We hypothesize that as undergraduate researchers analyze how other students construct knowledge about biology, there will be opportunities for these undergraduate researchers to reflect upon their own knowledge construction. Through these reflections, undergraduate researchers in BioEd UREs will gain a deeper understanding of biology epistemology.

The goal of this paper is to describe one student’s (M.W.) epistemic development through her participation in a BioEd URE and how these changes manifested in her written course work. Because this paper describes a study within a study, we will specifically refer to the URE in which M.W. was an undergraduate researcher as the “BioEd URE,” and the case study in which we investigate M.W.’s epistemic development as the “case study.” M.W. is a coauthor along with her URE mentors, D.L. and D.D.-R. All authors consented to using their initials throughout the article rather than pseudonyms. We begin with an overview of recent research investigating science epistemology, highlighting key outcomes as well as the research approaches, because this work 1) informed the development of the URE project to which M.W. contributed and 2) provides a framework to explore M.W.’s epistemic development as she participated in the URE. Next, we provide a description of the URE project to give context to M.W.’s experience. Then, we present a discussion of M.W.’s experience and evolving science epistemology, taking an approach informed by collaborative autoethnography in which M.W. provides a response to the analysis conducted by D.L. and D.D.-R. Finally, we conclude with a discussion of the implications of this work for future research on science epistemology and approaches to support students’ developing science epistemologies within formal learning environments, such as the classroom and research lab.

BACKGROUND LITERATURE

Supporting the development of students’ science epistemologies.

Epistemology, or the beliefs and approaches around the acquisition, justification, and generation of knowledge, is a core aim of science inquiry ( Longino, 2002 ). Science epistemology establishes the standards for evaluating, justifying, and generating knowledge within science. Students may gain a tacit understanding of epistemology while engaging with the processes of scientific knowledge generation; however, this understanding may be incomplete or inaccurate ( Linn et al. , 2015 ). To ensure that students understand how science generates knowledge, it is important to discuss epistemology while students engage with the process of evaluating, generating, and constructing scientific knowledge ( Sandoval, 2005 ).

Students are exposed to authentic scientific processes during UREs. Many studies have reported that participation in UREs increases student understanding of the processes of science through exposure to authentic scientific practice ( Seymour et al. , 2004 ; Thiry et al. , 2005 , 2012 ; Lopatto, 2007 ; Linn et al. , 2015 ). However, it is unclear whether these experiences help students understand the epistemic foundations of science ( Hunter et al. , 2007 ). Studies investigating the impact of UREs on the development of student epistemology present mixed results. In their review of 53 studies on UREs, Sadler et al. (2010) found that, while some studies reported that students developed an understanding of uncertainty in science and the importance of scientific discourse, other studies reported little or no change in students’ beliefs about how science constructs knowledge.

Practitioners across scientific disciplines from primary school through higher education have implemented classroom interventions to support the development of students’ science epistemologies. The effectiveness of these interventions has been measured quantitatively with Likert-style surveys and qualitatively with open-ended survey items and interviews. For example, in one intervention, undergraduate biology students engaged in analysis of published literature wherein they considered, read, elucidated hypotheses, analyzed and interpreted results, and thought of the next experiment in a process termed C.R.E.A.T.E. ( Hoskins et al. , 2011 ). In a pre–post survey assessment, students rated their own understanding about the nature of scientific knowledge significantly higher in the posttest compared with the pretest ( Hoskins et al. , 2011 ). In another intervention, pre-service elementary school teachers in a geology class participated in a science as storytelling program as a way to teach introductory science students about scientific knowledge ( Bickmore et al. , 2009 ). In this program, students treated science as a form of storytelling with rules that align with scientific practice. Students’ conceptions of science and attitudes toward science were evaluated through surveys that were supplemented by open-ended responses. These pre-service teachers exhibited a better understanding of the creative and tentative aspects of science epistemology and had better attitudes toward science at the conclusion of the course compared with the beginning ( Bickmore et al. , 2009 ). These studies demonstrate the effectiveness of interventions for improving student understanding of science epistemology, but the assessments only report the outcomes of the interventions, leaving us to ask the questions of “how” and “why” students’ epistemic understanding changed.

Several qualitative studies also point to the importance of explicitly discussing epistemology in the classroom for epistemic development. In their study of 8- to 10-year-old children, Ryu and Sandoval (2012) found that students’ epistemologies developed through collective argument, whereby students negotiated epistemic standards for acceptable justifications and appropriated these standards into their argument construction. These results parallel the critical contextual empiricism framework, which describes scientific knowledge construction as a social process whereby standards for knowledge validity are negotiated in a public forum ( Longino, 2002 ). Work by McDonald (2010) points to the importance of explicit instruction in nature of science (NoS) for supporting the development of student understanding of epistemology. During the intervention, pre-service teachers discussed and reflected upon epistemic probes, reflective prompts that directed their attention toward relevant NoS aspects of the lesson ( McDonald, 2010 ). These results suggest that metacognitive tasks such as reflection play an important role in supporting the development of student epistemologies.

Studying Biology Epistemology

The emerging epistemology research in biology education has focused on assessment of the effectiveness of teaching interventions using surveys. Student responses on surveys following the implementation of an active-learning intervention in a large classroom showed that students saw knowledge in biology as a collection of facts transferred from professor to student ( Walker et al. , 2008 ). Supporting this finding are survey results that indicated student perceptions of science epistemology became more novice-like (e.g., memorizing is a primary way of knowing) during an introductory biology class ( Semsar et al. , 2011 ). However, not all assessment of science epistemology resulted in a shift toward novice-like views. Survey results from community college students, first-year students, and advanced students in 4-year colleges exhibited enhanced understanding of science epistemology after exposure to pedagogy involving analysis of scientific literature ( Hoskins et al. , 2011 ; Gottesman and Hoskins, 2013 ; Kenyon et al. , 2016 ). While these survey results present a generalized view of biology students’ epistemologies, qualitative studies present a nuanced view of epistemology that brings context into play.

Surveys inherently assume that student epistemologies exist as coherent cognitive structures that can be accessed through questioning ( Hofer, 2004 ). However, researchers have found that student epistemologies exist instead as a disparate set of resources ( Elby and Hammer, 2001 ; Hammer et al. , 2005 ) that is often tacit ( Hofer, 2004 ). Therefore, surveys, which provide limited opportunity for elaboration, may not capture the nuance and context surrounding students’ perceptions of science epistemology ( Watkins and Elby, 2013 ). Indeed, a qualitative study by Watkins and Elby (2013) focusing on one student’s interview about her views on mathematics in biology found that she held diverse, contextual views about the role of equations in understanding biology.

Qualitative studies in K–12 have made important contributions to our understanding of biology epistemology. For example, researchers who interviewed students between nine and 15 years of age about genetics found that these children’s understanding of genetics consisted of discrete, disconnected units rather than coherent frameworks organized around biological theory ( Venville et al. , 2005 ). This analysis was made possible by the authors’ attention to both the ontological (individual concepts) and epistemological (interconnectedness of the concepts) aspects of genetics understanding ( Venville et al. , 2005 ). The ways in which students unify discrete biological concepts into a coherent framework is also influenced by their learning goals. By studying discourse within a high school classroom, researchers found that students applied different biology concepts to their arguments, in some cases applying these concepts to specifically complete the task at hand (doing the lesson), while in others to gain a deeper understanding of the topic (doing science) ( Jimenez-Aleixandre et al. , 1999 ). These differences in reasoning highlight the importance of students’ goals within particular contexts and their effects on how students apply biological concepts to their epistemic thinking.

Theoretical Framework

Epistemology has been conceptualized by researchers in many different ways: as a set of developmental stages ( Perry, 1990 ; Kuhn, 1991 ; Baxter Magolda, 1992 ; King and Kitchener, 1994 ), a coherent set of beliefs ( Hofer and Pintrich, 1997 ; Schommer‐Aikins et al. , 2005 ) such as the NoS ( Lederman, 2007 ), and as a set of cognitive practices activated in specific contexts ( Louca et al. , 2004 ; Chinn et al. , 2014 ). We chose to conceptualize epistemology as a set of contextual cognitive and metacognitive practices using the epistemic thinking framework ( Barzilai and Zohar, 2014 ), given the findings that student epistemologies are context dependent.

The epistemic thinking framework separates epistemology into two aspects: epistemic cognition (thinking about information) and epistemic metacognition (thinking about knowing). The cognitive aspect is informed by the AIR model for epistemic cognition ( Chinn et al. , 2014 ), which separates epistemology into epistemic a ims, i deals, and r eliable processes to ensure these ideals have been met ( Chinn et al. , 2014 ). “Aims” refer to the objective of the cognitive task, such as determining whether information is accurate ( Chinn et al. , 2014 ). “Ideals” refer to criteria that must be met for an explanation to be accepted as knowledge, for example, ensuring the methods used were appropriate for answering the research question ( Chinn et al. , 2014 ). “Reliable processes” are cognitive practices that are used to achieve epistemic ends (i.e., knowledge or understanding), such as considering multiple perspectives before making a decision ( Chinn et al. , 2014 ). Reliable processes have also been referred to as “epistemic practices” ( Kelly, 2008 ). Taken together, the aims, ideals, and reliable processes of epistemic cognition are the ways that students gather, justify, evaluate, and construct knowledge in a particular discipline like biology.

Epistemic metacognition is an individual’s awareness of the knowledge, skills, and experiences related to that individual’s thinking and learning. Much like metacognition, epistemic metacognition is divided into three subcategories: epistemic metacognitive knowledge (EMK), individuals’ knowledge about how they and others conceptualize knowledge; epistemic metacognitive skills (EMS), the different ways people evaluate, monitor, or plan how to reach an epistemic aims/ends; and epistemic metacognitive experiences (EME), what people are aware of or feel as they are working toward an epistemic aim ( Barzilai and Zohar, 2014 ). Just as metacognition has been shown to affect the way biology students approach learning ( Stanton et al. , 2019 ), we hypothesize that epistemic metacognition will affect the way that students approach scientific knowledge. Using this theoretical framework, we aim to address the following research questions: 1) In what ways does one student’s (M.W.) participation in a biology education research URE affect her epistemic development? 2) How, if at all, are these changes manifested in her written course work?

The goal of our study was to explore M.W.’s epistemic development within the context of a BioEd URE and her biology course work. We used a case study approach combined with M.W.’s autoethnographic descriptions, which allowed us to consider M.W.’s epistemology within the context of the BioEd URE and her biology course work. Through this combination of methods, we present a description of M.W.’s epistemic development, incorporating our analysis of her course work and experiences in the BioEd URE with her own perspective of the experiences.

Study Context: The BioEd URE

M.W. joined a BioEd URE investigating undergraduate biology students’ thoughts about scientific knowledge in the Spring of 2018. In this experience, M.W. was an undergraduate researcher, D.L. was a graduate researcher, and D.D.-R. was the principal investigator. The aim of the BioED URE was to answer the research question: How do students participating in a scientific argumentation–focused introductory biology course construct arguments in a literature review compared with students participating in a lecture-based introductory biology course? As part of the BioEd URE, we collected student research papers from two sections of an introductory biology course and analyzed the papers to identify students’ arguments and reasoning to explore students’ science epistemology. M.W. took this introductory biology course and completed these research paper assignments in the Fall of 2016 and Spring of 2017.

In order for M.W. to effectively analyze the research papers for science epistemology, she needed to be well versed in epistemic theory. As such, D.D.-R. and D.L. included readings, weekly discussion, and written reflections on epistemic theory in M.W.’s BioEd URE. In particular, we assigned M.W. readings on the AIR model for epistemic cognition ( Chinn et al. , 2014 ) and the epistemic thinking framework ( Barzilai and Zohar, 2014 ). Once she was familiar with these theoretical frameworks, M.W. began analyzing participants’ scientific arguments within their course research papers. This analysis included the construction of a codebook through both emergent and a priori coding. Throughout this process, our research team held weekly meetings to discuss general research practices and engage M.W. in reflection on how the epistemic theories related to her own thoughts about scientific knowledge in the context of her experiences. The integration of reflection was informed by the work of Kalman (2007) and was included to support M.W.’s thinking about the epistemic theories we discussed. Over the course of one semester, we asked M.W. to write nine reflections. The specific prompts grew out of the discussions about science epistemology during our lab meetings. In her second reflection, M.W. writes:

When I started this project, the whole idea of epistemic cognition seemed very far-fetched and abstract. I didn’t really understand how it was possible to study such internal thoughts of other people by simply reading their papers. This is still a challenge for me now because I find it hard to put myself in others’ shoes and try to understand their intentions when writing these papers. How can we really find out the truth about how “people know what they know?” This question still stumps me.

When [D.D.-R.] asked me about how I was reacting to trying to understand our research, I told him it was making me second guess my past writing. For example, do I really blindly trust all scientific sources on the internet simply because they are published? And even if and when I do this, does it actually affect my writing on a deeper level?

I decided to skim through my own biology lab [research] papers from last year to see how my own writing compares to the papers that we have been reading and coding thus far. One thing that I noticed about my papers was that I explained a lot of the background information in my own words and used a citation at the end of the paragraph that supported my explanation of the scientific mechanisms. For example, I wrote down the process of the cell cycle and explained it in my own words, then searched for a source that re-iterated what I said in my paper.

These insightful reflections on her own epistemology led us to reorient our research lens onto M.W.’s epistemic development. Consequently, her written reflections became an important part of the data set for the present study.

In addition to carefully designing training around epistemic theories for M.W., we (D.D.-R. and D.L.) also strove to create a community where M.W. felt comfortable challenging our interpretations, which was important to maintaining research quality for the original BioEd URE study. To create this community, we mirrored the four norms of an ideal scientific community outlined by Longino (2002) in her description of critical contextual empiricism:

Providing venues for criticism gives researchers a place to critique ideas so that only the most well-supported ideas are accepted as knowledge.
Uptaking criticism allows researchers to evaluate ideas based on criticism and make changes to these ideas when appropriate.
Recognizing public standards and using these standards to evaluate ideas helps a community maintain the quality of its knowledge.
Maintaining tempered intellectual equality ensures that voices within the community are heard, while ensuring that the influence of the voices are tempered by each individual’s expertise.

We provided a venue for criticism of ideas in the form of research meetings, where we modeled the uptake of criticism and how to make appropriate changes to data interpretations in response to that criticism. During these research meetings, we also discussed the public standards of research quality in the context of both quantitative biology research and qualitative biology education research. We maintained tempered intellectual equality by considering all ideas presented and explaining our reasoning and theoretical justification when necessary.

All of the aspects described, including the specific training on epistemic theories and the community mirroring Longino’s (2002) four norms, are part of the context under which we (all authors) seek to understand M.W.’s epistemic development. The other part of the context that undergirds M.W.’s BioEd URE experiences is her progression through her biology course work, which is briefly mentioned by M.W. herself in the quote presented earlier. We will provide more details about these courses and the research papers she writes in later sections.

Research Quality Framework

The quality framework (Q3) developed in engineering education ( Walther et al. , 2013 ; Sochacka et al. , 2018 ) provided the language to describe and guide our thinking on key research quality issues throughout our data collection and analysis for our case study. Q3 separates interpretive research quality issues into six constructs: theoretical, procedural, communicative, pragmatic, and ethical validity, and process reliability ( Table 1 ).

The Q3 research quality framework

Ethical validation was an especially important aspect of this study because of the inclusion of M.W. as a researcher/participant. The guiding questions presented by Sochacka et al. (2018) shaped our thinking on how to equitably engage M.W. as a researcher, ensure that our analysis did justice to her lived experience, and temper our own biases so that they did not unduly influence M.W. or the interpretations we present. We will use the language described in Table 1 to discuss other affordances and challenges to the aspects of research quality throughout this paper.

Participant as Researcher

Given the nature of this study and to ensure that M.W.’s voice was appropriately represented, the BioEd URE research team (D.D.-R., D.L., and M.W.) contacted their local Institutional Review Board (IRB) for guidance. Following an IRB-approved procedure, M.W. provided written consent to be identified as a researcher participant (IRB approval no. 2016-244). As an identified researcher participant, M.W. contributes her insights throughout this paper, displayed in italics. To address the quality aspects of communicative and theoretical validation, and to ensure that her voice is preserved, we elected to keep her commentary separate rather than incorporating her comments into the narrative of the paper. As such, “we” represents the combined voices of D.L., D.D.-R., C.K., and C.F. This way, readers can differentiate between the researchers’ analyses and can experience M.W.’s self-analysis in her own words. As a part of ethical validity, each author is referred to by initials in this paper to maintain intellectual equality among the researchers. Each researcher’s involvement in the project is described in Table 2 .

Description of researcher roles on project

Participant Description

At the time of the study, I was a sophomore microbiology major and sociology minor. I was also an honors college student, taking honors biology and chemistry courses at Clemson University. Due to my microbiology major, I took very specific courses on microbes, but also took broader biology courses such as cell biology and immunology. My sociology minor allowed me to take classes about social topics like deviance, drug abuse, and the family. I was not interested in sociology until I came to Clemson and took an introductory sociology class to fulfill a requirement, which inspired me to take more classes. This interest in sociology broadened my interests to include social science in addition to my traditional “hard” science classes (i.e. biology and chemistry).

I previously participated in undergraduate research my freshman year. I worked in a life sciences lab and learned basic skills, such as how to grow cells in culture and count cells accurately, in order to design and implement my own experiment. The experiment I worked on consisted of investigating the effects of fruit and vegetable extracts on cancerous cells. Additionally, I was a biology peer mentor for the first semester of my sophomore year, which introduced me to the Engineering and Science Education department. I then joined this project [BioEd URE] and participated in another form of undergraduate research. In some ways, I am a typical microbiology major: I am on the pre-med track and interested in the public health side of microbiology. However, my interest in sociology makes me different from others in my major because these subjects don’t always cross paths past the introductory sociology requirement. Also, I worked with students as an Orientation Ambassador and a biology peer mentor, so I am interested in learning more about the education aspect of biology and learning more about how students like myself learn about biology.

Participant Curricula during the BioEd URE

In addition to the general participant description M.W. provided, we further contextualize her experience by describing some of the course work she completed concurrently with the BioEd URE. M.W. participated in the BioED URE for one semester and was not able to continue the project because of curricular and time constraints. During the BioEd URE semester, M.W. was enrolled in 11 credits of science courses, a 3-credit psychology course, a 3-credit science writing course, and the 2-credit BioEd URE, for a total of 19 credits.

The science writing course likely affected M.W.’s writing skills, so we present some details about this course, beginning with the course description.

[This Science Writing Course] introduces students to the study and practice of professional scientific communication through the analysis of and writing of the major genres in the discipline. It focuses on the principles, strategies, and styles of scientific argumentation and audience adaptation in written media. It is designed for students in the sciences.

As part of the course, M.W. completed a literature review paper. We present the rubric for the literature review assignment in Appendix C in the Supplemental Material. In particular, criteria 4 and 7, emphasizing synthesis of research articles and constructing your own conclusions could have been influential in M.W.’s writing for the literature review assignment.

Research Design

The contextual nature of epistemic cognition ( Hammer et al. , 2005 ; Watkins and Elby, 2013 ; Chinn et al. , 2014 ) compelled us to study M.W.’s science epistemology in context. Given our focus on context, we chose to construct a case study that “investigates a contemporary phenomenon (the ‘case’) in depth and within its real world context, especially when the boundaries between phenomenon and context may not be clearly evident” ( Yin, 2018 , p. 15). Aligning our study with a case study approach also provided a means to ensure procedural validity through the general methodology provided by this approach. A case study approach is a flexible methodology that can accommodate a variety of data sources ( Baxter and Jack, 2008 ), which allows us to leverage research papers and written reflections generated by M.W. to produce a thick description of her case. These descriptions allow researchers to answer “how” and “why” questions about phenomena over which they have little or no control ( Yin, 2018 ), such as how or why student epistemologies developed in response to an intervention. In fact, case study methodology has been used by researchers to study science identity ( Tan and Barton, 2008a , b ) and science epistemology ( Watkins and Elby, 2013 ).

Despite the benefits of case studies, some researchers express concerns around the scope, rigor, and generalizability of the results. Case studies generate a vast pool of data, which may tempt researchers to answer questions that are too broad. To address this constraint, it is important that case studies are bound by time, place, or context ( Stake, 2006 ; Creswell, 2012 ; Yin, 2018 ) and that the researchers define the unit of analysis to focus on salient parts of the data ( Baxter and Jack, 2008 ). This case study is bound by time and context. The analysis is bounded by time in the sense that the analysis focused on the time M.W. spent as a researcher in the BioEd URE. To provide more context about the development of her thinking about scientific knowledge, we also analyzed assignments she completed 1 year before the BioEd URE (research papers she had previously written), and one semester after the BioEd URE (a reflection she wrote about the BioEd URE after the experience had concluded). The unit of analysis is M.W. herself. Finally, case studies “are generalizable to theoretical propositions and not to populations or universes” ( Yin, 2018 , p. 20). In other words, our case study results can be used to expand epistemic theory, but not to extrapolate the behavior of students outside our case. To consider the case in light of other students, Stake (2000) suggests that researchers “describe the cases in sufficient descriptive narrative so that readers can vicariously experience these happenings and draw conclusions (which may differ from those of the researchers)” (p. 439). To ensure the transferability of our case study to other contexts, we provide descriptions that faithfully represent M.W.’s lived experience. To ensure the authentic representation of M.W.’s lived experience, we combined our case study approach with elements of an autoethnography.

Autoethnography is a research approach that combines elements from autobiography and ethnography, allowing researchers to explore a cultural phenomenon through their own personal experiences ( Ellis et al. , 2011 ; Hughes et al. , 2012 ). Autobiography describes events that led to significant change in the author’s life, and ethnography explains how engagement with a culture made these moments of change possible ( Ellis et al. , 2011 ). Within autoethnography, it is important that the personal experiences, thoughts, and actions are documented and made visible for analysis. Additionally, it is important that the researcher moves from experience-near (their own experiences) to experience-far (larger cultural relevance) throughout data collection and analysis. There are multiple approaches that can be used to support this process. For this work, we used M.W.’s responses to the URE reflection prompts and our research team discussions. These data were analyzed by experts within the theoretical space. The reflection prompts and research team discussions supported M.W.’s documentation of her own personal experiences, thoughts, and actions, making them visible for analysis and providing her with the space to consider her own context. D.L. and D.D.-R. developed the reflection prompts and participated in the research team discussions, providing a means to support the process of going from experience-near to experience-far. Specifically, they were able to ask additional questions of M.W., allowing further exploration of specific experiences, and they were also able to guide her developing understanding of epistemic theories, allowing M.W. to participate in the process of analyzing her own experience and reflect specifically on her developing epistemic cognition. Much of the initial data analysis was conducted by D.D.-R. and D.L. because of their expertise and understanding of epistemic cognition; however, M.W. was actively engaged in data analysis through extensive member-checking, reviewing, and providing feedback on D.D.-R. and D.L.’s analysis. This process ensured that the outcomes of this work provide an authentic representation of M.W.’s experience and go beyond M.W.’s own experience to make larger statements on the general cultural phenomenon of developing students’ epistemic cognition. It is through the combination of our case study analysis perspective and M.W.’s autoethnographic lens that we seek to explore how M.W.’s engagement in this biology education URE affected her science epistemology.

Qualitative Data Selection

This study grew from discussions with M.W. during her experience with the BioEd URE. Consequently, the data we analyzed were not so much collected, but selected from assignments that M.W. completed during her time as a researcher in the BioEd URE. The data for this study consisted of three papers M.W. wrote for course work and reflections she wrote during the BioEd URE ( Figure 1 ). M.W. wrote the first two papers for an introductory biology class during her first year (academic year 2016–2017): one in the Fall semester and the other in the Spring semester. Both papers were literature reviews on a scientific issue related to biology, referencing peer-reviewed journal articles. The instructions for the assignments were identical, except that students were asked to include an ethics section in the paper in the Spring semester. The rubric for the biology literature review papers can be found in Appendix B in the Supplemental Material. We selected M.W.’s two introductory biology papers because they were part of the data set for the BioEd URE. As we describe in the Results , M.W. had begun a self-analysis of her science epistemology of her own accord, starting with these two papers. It was this self-analysis that inspired the development of the present case study. M.W. wrote the third paper for a science writing course in her sophomore year. This assignment was also a literature review on a scientific subject, and M.W. chose to write the paper on a subject related to biology. We included this paper in the case study, because it provided an opportunity to explore M.W.’s epistemology in a similar context: through her scientific writing in a literature review.

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Timeline showing the sequence of M.W.’s courses, the three course research papers, her BioEd URE, the autoethnographic study, and the 10 written reflections. M.W. wrote her first two research papers in an introductory biology class in Fall and Spring semesters of 2016-17. She wrote her third paper in a science writing course in Spring 2018 while she was concurrently participating in the BioEd URE. The autoethnographic study, looking back on her experiences in her science courses and during the BioEd URE, occurred during the Fall.

M.W. wrote a total of 10 reflections, nine written during the URE and the 10th during the Fall semester of her junior year ( Figure 1 and Table 4 ). The nine reflection prompts during the URE were all derived from discussions we had with M.W. during research meetings. The 10th reflection asked M.W. to reflect on her epistemic growth by asking her whether or not she believed she could write a paper of the same quality as her third literature review paper as a first-year student, and if there was anything she would change about the papers she wrote for her introductory biology class. The topic of each of the reflections is stated in Appendix A in the Supplemental Material. No guidance was given on format or length, but M.W. generally kept reflections to one typed page, single-spaced.

BioEd URE reflection questions

Qualitative Data Analysis

In the present case study, we analyzed M.W.’s three research papers and the 10 reflections she wrote in connection to the BioEd URE ( Figure 2 ). M.W.’s research papers were analyzed for empirical evidence of changes in her science epistemology. Her reflections were analyzed to determine what aspects of her education, which included the BioEd URE, were influential in the development of her science epistemology. Analyses of M.W.’s research papers and reflections were summarized in two analysis memos: one for her research papers and one for her reflections ( Figure 2 ). All data were consensus coded by D.L. and D.D.-R. by first coding the data separately, then meeting to discuss code definitions and meanings. They reconciled disagreements through discussion, applying codes that aligned best with the data.

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Summary of analysis. M.W. (Author 2) helped to refine the themes and case descriptions by leveraging her autoethnographic descriptions. C.K. (Author 4) provided a perspective on the analysis that was further removed from the data. D.L. (Author 1) and D.D.-R. (Author 5) were involved throughout the analysis process.

Analysis of the three research papers focused on the claims M.W. presented, the data she used to support the claims, and the warrants that explained the connections between her claims and her data, as described by the Toulmin argument pattern (TAP; Toulmin, 2003 ). We view argument as an epistemic practice, a means by which knowledge is justified ( Kuhn, 1991 ; Kelly, 2008 ). As such, the kinds of data and warrants M.W. employed to support her claims give valuable insight into the ways she thought about knowledge in science. Analysis of M.W.’s research papers began with a read-through to get a feel for the data, followed by coding of the reference section. The coding pair identified arguments using TAP, noting connections between argument structures and/or identifying an overarching argument, if present. These identified arguments were coded, taking into account the kinds of sources M.W. used as data, the ways in which she described the data from the sources, and how she used the data to support her hypothesis. For example, where M.W. restated the conclusions from a particular source, we coded these excerpts as “reporting.” In contrast, where M.W. used data from multiple sources to construct an assertion not found in those sources, we labeled these excerpts as “synthesis.” Once coding was complete, an analysis memo was written to integrate meaning-making from the paper analysis. More details about the analysis memos are provided at the end of this section.

Analysis of M.W.’s reflections focused on her epistemic thinking. Like the research paper, analysis of these data began with a read-through to familiarize ourselves with the data. We then analyzed the data by identifying excerpts related to the epistemic thinking framework ( Barzilai and Zohar, 2014 ). Leveraging the epistemic thinking framework in our coding helped us to identify excerpts that demonstrated M.W.’s EMK about science, and the EMS she used to develop this knowledge. D.L. and D.D.-R. initially planned to code the reflections similarly to the paper analysis, but the first attempts at coding made it evident that deconstruction of the data into constituent parts left many of the details of M.W.’s epistemic development undescribed. To address this challenge to theoretical validity, D.L. and D.D.-R. shifted their approach to one informed by narrative analysis, which allowed them to consider the reflections as a coherent whole ( Polkinghorne, 1995 ). The identified excerpts were grouped in chronological order, and a narrative was written in the form of an analysis memo, using the excerpts from M.W.’s reflections as a framework.

The analysis of the research papers was also summarized in separate analysis memos that were coconstructed by the coders. Both analysis memos included a descriptive representation of the data followed by a summary of salient interpretations emerging from the analysis ( Lee et al. , 2019 ). The analysis memos were written by either D.L. or D.D.-R. Once the analysis memos were drafted, D.L. and D.D.-R. reviewed and revised them until consensus was reached. To enhance theoretical validity, a third researcher, C.K., who did not code the data, critiqued the data and analysis memos written by the coding team by looking for data that contrasted with conclusions drawn by D.L. and D.D.-R. C.K., D.L., and D.D.-R. discussed any disagreements until they reached consensus; then the analysis memos were finalized.

Theme and Narrative Construction

Once the two the analysis memos were finalized, D.L. and D.D.-R. read through them to integrate the paper analysis with the reflection analysis. They then individually generated a list of themes and met to discuss each theme to decide if the themes were salient or should be combined. Once they reached consensus, D.L. and D.D.-R. wrote descriptions of each tentative theme. The themes served as the principal components that facilitated the retelling of how M.W.’s science epistemology developed during her time spent participating in the BioEd URE. At this point, C.K. critiqued the theme descriptions and the narrative, attempting once again to disconfirm each theme. C.K., D.L., and D.D.-R. discussed any disagreements on the theme descriptions and narrative until they reached consensus, then revised the narrative as necessary. Once finished, the theme descriptions and narrative were presented to M.W., who refined the narrative through her autoethnographic lens. M.W. wrote responses to each theme, highlighting points of agreement and disagreement, drawing from her own experience to provide evidence for her claims. The research team (including M.W.) then met to resolve any disagreements and revise the narrative ( Figure 2 ).

Through our analysis of M.W.’s papers and reflections, we tell the story of M.W.’s developing science epistemology, which resulted in her development of agency toward constructing scientific knowledge. The diversity of artifacts that we collected allowed us to assess M.W.’s epistemic practices. The research papers we collected illustrate M.W.’s use of epistemic practices in the context of her classroom experiences ( Table 3 ). It is clear from her research papers that M.W. shifted from listing facts from instructors and peer-reviewed sources to building reasoned arguments of her own making between papers she wrote before and during the research experience.

Research paper analysis summary

From the analysis of her research papers, it is not clear why M.W. shifted her approach from reporting information to knowledge construction. However, M.W. reveals the reasons for the changes in her biology epistemology through her written reflections. Furthermore, her self-analysis of the data we collected filled many of the gaps left from our analysis. For this reason, we focus our efforts in this paper on the reflections M.W. wrote during the BioEd URE. In the following sections, we tell the story of M.W.’s development of science epistemology through the reflections she wrote during the BioEd URE. We support this narrative with selections from M.W.’s responses to our analysis, presented in italicized text . Through the chronological analysis of M.W.’s reflections, we found that her epistemic development occurred through three distinct steps. First, M.W. realized that her thoughts about knowledge differed between contexts. The realization that her epistemology was situated and differed between contexts allowed her to reflect on her perceptions about her role as someone who could challenge published claims in the context of the BioEd URE. M.W.’s reflections about her ability to challenge published claims influenced her development of agency toward scientific knowledge production. We describe each component of the narrative in greater detail in the following sections.

M.W.’s Thoughts about Knowledge Differ between Contexts

Previous work has found that individuals’ thoughts about knowledge is contextual ( Louca et al. , 2004 ; Chinn et al. , 2014 ), so we begin our description of M.W.’s epistemic practices with a discussion about the contexts in which she places her epistemology. Through her first two reflections, M.W. describes three contexts in which she interacted with knowledge from her own perspective: during an undergraduate science class, while thinking about sociocultural issues, and while citing scientific papers. Upon reflecting on these contexts, M.W. explains how she views and interacts with knowledge within these contexts. At the beginning of the BioEd URE, M.W. makes a clear delineation between her thinking in science class and with sociocultural issues such as making decisions about universal healthcare. Her first written reflection reveals diverging ideas about how she determines what is correct in classroom and sociocultural contexts.

My aim or goal in [STEM] class is to get a good grade so that I can get into a top graduate school program. I determine what is right in class by what my professor says. If he teaches a topic a certain way, I assume that he is right because he is the one that will end up grading my papers.

[…] My aim when evaluating our healthcare system is to learn the truth so that I can make an educated decision on whether I support or do not support universal health care. I want to make an educated decision, rather than just going along with what my friends or family believes.—Reflection 1

These excerpts reveal M.W.’s classroom aim of “getting a good grade” in a STEM class context, and her sociocultural aim to “learn the truth” in the context of making decisions about healthcare policy. She describes a difference in decision making between the two contexts: she defers to the instructor in STEM class but makes her own educated decision when talking about healthcare policy.

In her second reflection, M.W. analyzes her own research papers ( Table 3 ) and reflects on her thinking. We did not ask M.W. to analyze her own research papers as part of the reflection; she decided to do this on her own. The following excerpt is a part of this self-analysis.

I fell into the routine of almost paraphrasing what the articles said, rather than interpreting them myself. I think that I do this because I trust the publications, and since I didn’t do the trials or research on my own, I don’t feel like I am in a position to challenge their claims.—Reflection 2

Through her self-analysis, M.W. finds that she does not feel like she is “in a position to challenge” claims made by researchers, because she “didn’t do the trials or research on my own.” Her perception that she cannot challenge the claims made in publications occurs within a third context, where M.W. feels she is only able to question claims if she was involved in data collection or analysis.

M.W.’s Perception of Her Own Place in Challenging Research Claims Changed during the BioEd URE

During the BioEd URE, we provided M.W. with activities explicitly designed to increase her willingness to challenge scientific claims. We contend that these activities influenced M.W.’s willingness to challenge claims made by scientists. For example, 1 week after we assigned Reflection 2, we discussed the issue of underdetermination, the idea that multiple interpretations can be drawn from the same body of evidence. We used this discussion to stress to M.W. the importance of considering multiple interpretations and forming her own conclusions, even if they differed from ours. Following this discussion, we asked M.W. to find a published journal article and summarize it in a written reflection so that she could practice interpreting data and forming her own conclusions. M.W. read the article she chose with a critical eye.

My issue with this article was that the abstract presented the findings in a confusing way so that after I finished reading the article, I felt like the authors had lied to me. The abstract states, “results indicate that the presentation of controversial topics, particularly evolution, in the context of public health could be used to encourage public acceptance of scientific viewpoints.” However, the discussion/conclusion talks about how the study showed no support of the student’s acceptance of global warming being influenced by evidence-based explanations. The study did show a significant change in the student’s opinions on evolution, but not on global warming. Therefore, the wording of the abstract is misleading because it implies that their theory can be applied to many topics or on a larger scale; this is not necessarily true.—Reflection 3

This excerpt demonstrates M.W.’s ability to critique the claims of researchers and her willingness to do so in the context of the BioEd URE. It was interesting to find M.W. critiquing the claims made by authors of her selected article because of the statements she made in Reflection 2: “I trust the publications, and since I didn’t do the trials or research on my own, I don’t feel like I am in a position to challenge their claims.” The short time between Reflection 2 and Reflection 3 (12 days) suggests that M.W. already possessed the skills to critique scientific literature but did not feel that it was proper for her to form her own conclusions in specific contexts. In the following extract, M.W. explains why she was able to challenge the conclusions made in the published article. The excerpt is M.W.’s self-analysis of her own work, so it is presented in italics.

In the context of the reflection, I was able to challenge the paper because it was my own reflection, there was not a right or wrong answer, and it was solely my opinion. Just like determining my stance on healthcare, it was a place for me to determine my own opinion. In STEM class, there is no room to decide what I think is right or wrong, the subject requires me to learn the processes and present it on the test.

M.W. explains in this self-analysis that the difference in context between the reflection and STEM class facilitated her willingness to challenge claims made in a published journal article. However, there is also evidence that her willingness to challenge scientific claims made in published literature transferred to the paper she wrote in her science writing course (Paper 3). In the following excerpt, M.W. critiques the claims made in a paper describing antibiotic treatment regimen.

One newly developed antibiotic treatment developed in 2000 is called sequential therapy. This therapy treatment includes a proton pump inhibitor (PPI) and amoxicillin for 5 days, as well as a PPI, clarithromycin, and tinidazole triple therapy for an additional 5 days. This treatment method was found to have a higher eradication rate than the standard triple therapy described previously. This higher rate was contributed to the decreasing H. pylori density in the stomach and corresponding increase in the effectiveness of the antibiotics clarithromycin and metronidazole. 16 However, these studies fail to investigate whether the improvement in the eradication rate is due to the sequential therapy or the increased amount of antibiotic use.—Paper 3

As in her first and second research papers, M.W. cites scientific journal articles to support her claims. However, unlike in her first two papers, M.W. qualifies data presented by the cited study, pointing out her own interpretation that the studies failed to determine whether the eradication rate was due to sequential therapy or a higher dosage of antibiotic. Her critique suggests that M.W. embodied an additional role in Paper 3 that we had not seen in our analysis of Papers 1 or 2: the role of not just a reporter of scientific information but also that of a science critic.

M.W.’s science epistemology continues to evolve during the BioEd URE, and she discusses these changes throughout Reflections 5–9. However, she most clearly articulates how the BioEd URE influenced her epistemology in her final reflection. Because the final reflection was written a semester after the experience, M.W. has had time to reflect upon her experience during the BioEd URE.

I also think that this research project has expanded my outlook on the science field because I see how there are many variables that play into science and it’s not always straightforward and black and white. Science is more than just numbers and data; you have to interpret that data and draw patterns from the articles that you read.—Reflection 10

The final sentence in this excerpt reflects the changes we see between the papers M.W. wrote before the research experience and the paper she wrote during the URE. M.W. states that science knowledge is not only data reporting, but also includes interpretation and the drawing of her own conclusions. Later in the reflection, M.W. discusses her past self and compares what she thought about science as a freshman to how she now thinks about science.

I think as a freshman, I assumed that you were not “allowed” or that it wasn’t science if I took a stance in one direction over the other. I definitely held back my opinion in the paper because I thought that it wouldn’t be right to put what I believed in the paper because it would seem too biased. Now I know that it’s okay to put your stance in a paper, as long as you can back it up with evidence while still acknowledging the limitations of your ideas. I learned that science is a lot trickier than I originally thought because you do want to present truthful information, but you can still put what you believe based on drawing real conclusions from your own research.—Reflection 10

While a first-year student, she felt that she was not supposed to take a stance in science, but she now believes that she can present beliefs as long as they are supported by evidence. We interpret “opinion” “belief” and “stance” in this excerpt as M.W.’s own conclusions drawn from the data she presents.

M.W. Develops Agency toward Scientific Knowledge Construction during the BioED URE

M.W.’s realization that science requires interpretation of data, coupled with her comments about not having room to decide what is right or wrong in her STEM class and holding back her opinion in her papers, shows that she did not feel that it was proper for her to construct knowledge in the context of a classroom. However, her critique of the research paper in Reflection 3 and the shift in her writing style in Paper 3 led us to believe M.W. developed agency toward knowledge construction during the BioED URE. We define agency as an individual’s perceived capacity to act and make choices independently within a specific structure ( Archer, 2002 ). In our case, the structure refers to constructing knowledge in the discipline of biology. However, because agency is a concept that focuses on an individual’s perceived capacity to act with intentionality ( Archer, 2002 ), it is not possible for us, as researchers outside M.W.’s mind, to draw concrete conclusions about her agency. Therefore, we explained the concept of agency to M.W. and asked her to respond to our interpretation. M.W. explains how participation in the URE affected her agency toward forming her own conclusions in her response to our analysis.

This URE taught me what agency is and how agency is valuable in the scientific world. That’s why my reflections show how I started to see how science is not just the statement and summarization of data, but the interpretation of results. This URE taught me that my ideas and my opinions matter, as long as I back up my interpretation with data, I have the ability to make my own conclusions. Although I still feel like being an undergraduate student comes with hesitation from others to accept the conclusions I make, I am confident in my ability to make those conclusions on my own. If I had not been assigned to read and reflect on the research article that I found to be misleading or be encouraged to critique articles that I read, I do not believe that I would have developed agency in my scientific writing.

Through M.W.’s response, we conclude that one of her reasons for interpreting and drawing conclusions from published data is because she feels that she has the capacity to do so. She feels that she has the agency to make independent conclusions from published data. Upon review of our analysis, M.W. wrote the following response, summarizing her views about her feelings of agency in her classes and the BioEd URE.

Having agency matters to me in determining my stance on health care because it’s a topic that is going to stick with me for the rest of my life. My understanding of STEM really only matters to the extent that I understand it enough for the test in my class. Therefore, whether or not I had agency in the context of the STEM classroom did not seem important to my learning at the time I wrote the reflection because I was just trying to earn a good grade in the course. When I read the article that I was assigned to write a reflection on, I honestly remember being annoyed with the author. The abstract was misleading; I read through the paper and felt that the abstract made a way too broad, overarching claim that I did not feel was completely supported in their research.

In her response, M.W. revisits her first reflection, commenting on how the different STEM classroom and healthcare contexts influenced her scientific agency. Forming her own conclusions was not an important goal in the STEM class, as the assessments only considered the instructor’s information as knowledge. As such, whether or not M.W. felt the agency to construct her own conclusions was moot, because her goal was non-epistemic: “to earn a good grade in the course.” She contrasts the STEM course structure with the paper critique during the BioEd URE, where she felt there was a space for her to construct her own opinion. Critiquing the paper resulted in an emotional response wherein she felt frustrated with the conclusions drawn by the authors. This emotion is important, as it can serve as motivation, in M.W.’s case, to challenge the claims of others. This experience seems to have transferred to M.W.’s writing in Paper 3, where she challenges the conclusions of one of her sources.

In this paper, we analyze one student’s biology literature reviews from three classes and written reflections to determine how she thinks about the nature of biology knowledge and its construction before and during participation in a BioEd URE. This analysis is supplemented by the student researcher, M.W., who describes her experience through an autoethnographic lens. Analysis of M.W.’s reflections and classroom papers suggests that she came to realize that she could critique knowledge produced by science experts, which led to the development of her agency toward scientific knowledge production.

Reflexivity Helped M.W. Refine Her Thoughts about Biology Knowledge Construction and Develop Scientific Agency

M.W.’s written reflections give us insight into her reflexivity, defined as the internal conversation that helps an individual to evaluate and re-evaluate their actions and decisions ( Archer, 2012 ). For example, in Reflection 4, M.W. felt that she was making things up, describing her problem-solving process as “fake chemistry,” but while re-examining her actions, realized that she solved the chemistry problem by applying prior knowledge to a new context. Through the BioEd URE and other experiences, M.W. gained an awareness about her own ability to apply concepts to challenge questions. M.W.’s examination of her own actions resulted in a change in her thinking about how she constructs solutions to problems, a hallmark of reflexivity ( Archer, 2010 ; Weinstock et al. , 2017 ).

Participating in research experiences has been shown to enhance scientific agency and project ownership ( Hester et al. , 2018 ), but less is known about how that agency develops during the experience. By making her reflexive practice explicit, M.W. helped to fill this gap by providing insight into how her scientific agency developed over the course of the BioEd URE. It is evident from M.W.’s third reflection that asking her to critique a scientific journal article was an important part of her scientific agency development. However, for her to develop scientific agency, M.W. had to first recognize how she thought about scientific knowledge and that she thought about scientific knowledge differently between contexts. In using reflexivity to examine these contexts, M.W. found that she felt little agency toward constructing knowledge in her STEM course, because in that context, the instructor decides what counts as knowledge. However, in the context of the BioEd URE, M.W. felt that her own ideas could count as knowledge, so long as she could support her ideas with evidence. We hypothesize that the structure of the training for the BioEd URE contributed to the development of M.W.’s agency toward scientific knowledge construction. Other researchers have also found differences between students’ views of knowledge within their courses and research experiences ( Faber et al. , 2016 ; Faber and Benson, 2017 ).

Possible Influences the BioEd URE Structure Had on M.W.’s Feelings of Agency toward Scientific Knowledge Construction

While M.W.’s reflections were an important part of the development of her agency, it is important to remember that the reflections were embedded within the structure we provided in the BioEd URE that was designed to help M.W. explore ways of knowing in science while embodying the role of a knowledge builder. We cannot definitively say what aspects of the BioEd URE or other educational experiences were integral for M.W.’s development of science agency. However, the development of M.W.’s feelings of agency toward scientific knowledge production could be explained through the interaction between structure and agency. Structure refers the roles that are made available to agents and the systems that maintain these roles ( Case, 2013 ), which influence the kinds of intentional actions that individuals can take ( Akram, 2013 ). The venue we provided for M.W. to share her conclusions for critique provided a role for M.W. that included agency as a fellow knowledge builder ( Longino, 2002 ). However, her conceptualization of her STEM course only provided M.W. with the role of an information gatherer. As a result, whether or not M.W. felt a sense of scientific agency was not important, because the perceived structure of the STEM class did not provide a space for M.W.’s intentional knowledge-building actions. These two examples illustrate the important role that structure plays in the development of scientific agency ( Case, 2013 ; Schenkel et al. , 2019 ).

Our results suggest that the structure that we provided during the BioEd URE played a role in the development of M.W.’s scientific agency, along with her other educational experiences. We designed our BioEd URE to ensure that the structure provided a space where M.W. could develop a feeling of scientific agency. As discussed in the overview of the URE, the design of the experience incorporated the four norms of scientific knowledge production outlined by Longino (2002) . Ensuring that M.W. felt tempered intellectual equality in the venues that we provided for critique presented M.W. with a space where she could act intentionally to construct knowledge. Furthermore, our explicit discussions about discipline-specific epistemology helped to outline the public standards of quality in the context of biology and education research, which gave M.W. the tools to evaluate her own claims.

An important part of the structure was the assignment that required M.W. to critique a published journal article. This assignment helped M.W. realize that she is allowed to critique published knowledge and that she is not required to blindly trust published information. This realization strengthened her role in science knowledge production and led to her feeling more like an agent in the production of scientific knowledge. In her response to our analysis, M.W. explicitly stated: “If I had not been assigned to read and reflect on the research article that I found to be misleading or be encouraged to critique articles that I read, I do not believe that I would have developed agency in my scientific writing.”

Another important aspect of the BioEd URE structure was the assignment of written reflections, which facilitated her reflexivity. The reflection prompts grew out of discussions in analysis meetings during the BioEd URE. For example, Reflection 3 came from a discussion about M.W.’s perception that she was not in a position to challenge the claims made by researchers. In that discussion, D.L. and D.D.-R. established the importance of M.W.’s independent analysis in the context of the BioEd URE. In doing so, D.L. and D.D.-R. established a norm for the knowledge (epistemic) culture ( Knorr-Cetina, 1999 ) of the BioEd URE. M.W. internalizes this norm in her responses to our analysis, noting that, in this URE, “my ideas and my opinions matter, as long as I back up my interpretation with data.” In Reflection 10, M.W. incorporates this epistemic norm into her EMK about science knowledge, saying: “Science is more than just numbers and data, you have to interpret that data and draw patterns from the articles that you read.” This refined idea about scientific knowledge construction helped to form M.W.’s agency toward scientific knowledge construction, because it established her role as an active agent in the interpretation of scientific data and the construction of scientific knowledge.

This paper expands on research that explores the connection between epistemic thinking and researcher identity formation in undergraduate engineering students. Much like M.W.’s experience, the work in engineering found that participants formed their ideas about knowledge generation through reflexivity. Participants compared their newly formed ideas to their own research actions and social interactions, influencing their researcher identities ( Faber et al. , 2019 ). While our paper does not explicitly ask questions about identity, the emergence of agency in our thematic analysis makes this discussion relevant, because identity is deeply interwoven with agency. An individual’s sense of self (identity) has been shown to dictate the intentional actions taken (agency) in a given context ( Archer, 2002 ). Epistemic discussions during the URE helped M.W. form her EMK about knowledge production in the context of the BioEd URE. Specifically, M.W. constructed knowledge of herself as a knowledge producer, providing a space in which she could intentionally enact the actions of a knowledge generator. These discussions support and extend previous research showing that explicit instruction on science epistemology enhances students’ understanding of the NoS ( McDonald, 2010 ; Bell et al. , 2011 ).

Study Limitations

The primary limitations associated with this study are related to the study sample, data collection, and subject as researcher. It is important to note that the study we present in this paper was developed in response to interesting insights from one student participating in a BioEd URE, and thus was not planned from the beginning as a case study with autoethnographic approaches. Because this paper describes an individual student’s experience in a URE, the results should not be generalized beyond the study context. Additionally, M.W. is a high-achieving honors student and cannot be counted as representative of an “average student.” However, the combination of case study and autoethnographic approaches facilitated the construction of an in-depth description that provides an example of how a student developed her science epistemology and scientific agency. It is also important to note that the BioEd URE was intentionally designed around epistemology. As such, results from this study cannot be generalized to biology research experiences that do not include discussions around how knowledge is generated, assessed, and justified. However, there is evidence that discussion of science epistemology in the BioEd URE influenced how M.W. approached knowledge construction in her biology course work. Therefore, we believe that biology instructors and research mentors can use the general structure of our BioEd URE as an example of how epistemic discussions can be integrated into an URE.

The data we analyzed in this study were generated by M.W. for multiple classes and were not designed specifically to answer our research questions. The conclusions we draw from these data, specifically the development of her science epistemology and her feelings of scientific agency, therefore cannot be causally connected to M.W.’s participation in the BioEd URE. In particular, M.W.’s previous research experience as well as her participation in her psychology courses and the science writing course may have significantly influenced her epistemic development. Consequently, we do not claim that the BioEd URE caused M.W. to develop science epistemology or scientific agency; instead, we attribute these developments to her whole experience as an undergraduate student. Additionally, M.W.’s involvement in the URE lasted only one semester because of curricular and time constraints. If her experience had spanned several semesters, it may have influenced her overall experience and the results of this study.

Including M.W. as a researcher who used self-analysis to bring additional insights into our work helped to address both theoretical and ethical validity; however, it also brought challenges to communicative validity and process reliability. By introducing M.W. to the theoretical concepts of epistemology and agency, we introduced the possibility that her analysis would consist of what she felt we wanted to hear as researchers. With respect to our interpretation of her epistemic development, this limitation is of less concern, as she would need to be aware of and understand her own epistemology in order to tell us what we wanted to hear. Likewise with scientific agency, we cannot be certain that her increased feelings of agency are directly associated with her new understandings of science epistemology. We (D.D.-R. and D.L.) did observe M.W. exercising her scientific agency through the BioEd URE, which allows us to begin to triangulate her responses that are associated with her experience in the BioEd URE. These limitations are not unique to this work and are shared across all studies that use self-reported data to some capacity.

With that said, before asking M.W. to be a participant researcher and as part of the BioEd URE, we discussed the quality framework described in this paper and stressed the importance of presenting authentic experience as opposed to what we wanted to hear. There is also evidence in M.W.’s research papers that suggest she developed feelings of scientific agency between writing her second and third research papers. Finally, as qualitative researchers, we are at the mercy of what our study participants are willing to share. While we stress the importance of data authenticity to our participants and triangulate our interpretations among different forms of data, in the end, we must trust what our participants share on some level. M.W. has given us no reason to doubt the authenticity of her accounts.

Implications

The reflections that M.W. wrote during the BioEd URE made explicit her thinking about scientific knowledge and may have also helped her to reify her thoughts about scientific knowledge construction. For many students, their own ways of knowing are tacit ( Hofer, 2004 ), and reflective writing could be one way for students to make explicit and evaluate these ways of knowing. Scientific writing has been found to help students develop reasoning skills in both K–12 ( Tytler and Prain, 2010 ) and higher education learning environments ( Quitadamo and Kurtz, 2007 ). During the BioEd URE, M.W. engaged in both scientific and reflective writing, which helped to activate her reflexivity, leading to development of her ideas about knowledge production. M.W.’s learning process mirrors the experiential learning cycle, in which learners reflectively observe (RO) concrete experiences (CE), helping them to construct abstract conceptualizations (AC) that can later be tested through active experimentation (AE) as other concrete experiences ( Kolb et al. , 2001 ). M.W.’s written reflections (RO) helped her to process her experiences (CE) during the URE. She also wrote about her initial thoughts about knowledge production (AC), which she could test during discussions with D.L. and D.D.-R. (AE). Our description of M.W.’s learning process has implications for teaching practice. While written reflection has been shown to enhance learning, our results suggest that once students have finished reflecting, educators should ensure that students are provided the opportunity to apply and test their abstract conceptualizations in new contexts. In this way, students will have opportunities to complete their learning cycles ( Kolb et al. , 2001 ).

An additional implication for teaching practice comes from M.W.’s responses to our analysis. D.L. and D.D.-R. interpreted a pattern of composing paragraphs primarily with paraphrased information (often with some inaccuracies) and concluding with a citation as indicating a lack of EMK of scientific knowledge construction and a lack of interpretation or synthesis of information. Based on M.W.’s input, it became clear that a lack of synthesis might actually be a lack of agency or the perception that student scientific agency is not valued in the classroom. Moreover, mistakes or misconceptions in scientific writing might actually indicate an attempt at synthesis. The challenge is for instructors to show students that constructing conclusions is valued as much as producing accurate descriptions of phenomena. Of course, biology educators do not want students conjuring false conclusions. As such, educators should provide venues for students to present their work for critique, so that students may discuss the accepted standards of science and acquire the cognitive tools necessary to produce accurate descriptions.

CONCLUSIONS

UREs provide opportunities for undergraduates to engage in the process of constructing scientific knowledge. Through this case study, we found that one student’s 1) thoughts about science epistemology differed between contexts, 2) perceptions of her role as a critic of published knowledge changed over the course of the study, and 3) feelings of agency toward knowledge construction developed during her time in the BioEd URE. While we cannot draw causal relationships between these claims and the BioEd URE, our analysis of reflections that M.W. wrote during the BioEd URE illustrate part of the reflexive process that facilitated M.W.’s epistemic development. Our work also reveals the importance of context, specifically the structure of the learning environment in the development of one student’s science epistemology and scientific agency.

Acknowledgments

This work was not supported financially by any funding agency. The authors would like to thank Elisabeth Schussler and Rachel McCord Ellestad for critical reading and comments on the manuscript.

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Biology Teachers’ Access and Utilization of Virtual Laboratory in Secondary Schools in Okene Local Government Area

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Problem Hindering the Effective Teaching of Biology in the Secondary Schools

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THE EFFECT OF SOCIO-ECONOMIC BACKGROUND ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL BIOLOGY STUDENTS IN ENUGU NORTH LOCAL GOVERNMENT AREA OF ENUGU STATE

The effect of biology practical activities on academic achievement of senior secondary school students (case study of enugu east local government area.), resources availability and utilization in the teaching of biology in secondary school in ibiono ibom local government area, effects of instructional materials on achievement and retention of biology concepts among secondary school students in delta state, nigeria., causes of examination malpractice in biology in senior secondary school certificate examination: a case study of oshimili south l.g.a of delta state, assessment of the knowledge of diagnosed sickle cell patients about sickle cell anaemia, abundance of mosquito species within sokoto metropolis, the problems of teaching practical biology in senior secondary schools in igbo etiti local government area enugu state (a case study of ss iii students), the effect of poor teacher – pupil relationship on academic achievement of biology students [case study of enugu south local government], teachers and students attitudes towards teaching of sex education in secondary schools (a case study of enugu education zone), effect of guided discovery and demonstration methods on students’ achievement, interest and conceptual change in practical biology, drug abuse and guidance services in secondary school in maiduguri metropolis council implication for counselling in bornor state, attitude of mothers towards the introduction of sex education in secondary schools in enugu state (a case of enugu urban), an investigation into the causes of premarital sex on secondary school girls and its impact on their academic achievements, a study of the impact of instructional materials in teaching and learning biology in senior secondary schools (a case study of enugu north local government area), perceived difficulties of some biological concept by senior secondary school students in the study of some biological concept, impact of problem solving and lecture method on biology students performance in secondary schools in owerri municipal council, ethnobotany of contraceptives among the people of ejigbo, osun state, comparative analysis of students’ secondary school performance in biology between 2012 and 2016 in oyo town, challenges besetting the effective teaching and learning of biology in senior secondary schools, impact of teaching, planning on students achievement in biology.

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