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•Molecular analyses of archived macrozoobenthos can contribute to ecological studies.•Formaldehyde well preserves morphology and proteins of archived ...macrozoobenthos.•Macroinvertebrates archived in ethanol are suitable for DNA-analysis.•Time gap between sampling and analyses greatly affects organisms’ macromolecules.•Sample preservation greatly depends on the chosen fixative and age of the archive.
The existence of archival collections of macroinvertebrates opens the possibility of using these organisms as biological indicators and model organisms for developing indices of aquatic ecosystem health and stress, which provide a powerful basis for sustainable environmental monitoring and management of water resources. The environmental assessment of urbanization influence on urban stream biota over time can include molecular (proteomic, transcriptomic and genomic) analyses of aquatic insects isolated from archive samples. These analyses could include confirmation of detected species by barcoding, determination of the changes in the expression of specific genes and detection of changes in signaling pathways in cells of the studied organisms. Since the preservation of the organisms’ macromolecules (DNA, RNA and proteins) is a prerequisite for the implementation of molecular methods, the aim of this study was to assess the quality of macromolecule preservation within archival samples of aquatic macroinvertebrates collected in urban streams during last 28 years. Results indicated that the optimal way for archive storage is 3.6% formaldehyde solution if they have a purpose of morphological assessment or protein analyses, and in absolute ethanol for nucleic acids evaluation. Furthermore, it is of great importance that samples are treated with fixative in situ and processed in a laboratory as soon as possible.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Many studies investigate the effects of block vs. traditional class scheduling on the students’ success in high-school science classes. However, it is rare for studies to investigate the interactive ...effect of class scheduling and students’ average performance on the students’ success. We investigated how block (B) vs. single (S) class scheduling, students’ average performance and their interaction affect students’ success in high school biology course. The study included 281 high school students (1st to 4th grade; 124 students from S-, 157 from B-scheduled classes) participating in: (1) first written exam conducted to evaluate students’ initial knowledge; (2) teaching in block- vs. single-scheduled classes; (3) second written exam conducted to assess students’ achievement after block- vs. single-scheduled classes. Block-scheduled classes improved students’ performance in 3rd grade only. In 1st and 2nd grade, students from single-scheduled classes achieved better results. In 4th grade, there was no significant difference in success among block- vs. single-scheduled classes. Block-scheduled classes did not affect students’ success equally across all student performance categories. When estimating the effects of class scheduling on students’ success, students’ age, prior knowledge, overall performance and complexity of educational topics should be considered.
•Zooplankton in shallow waterbodies is under combine impact of predation and nutrient level.•Food web modelling showed that the zooplankton was exposed to the predation risk in pelagial and ...littoral.•Predation was indicated as main factor in zooplankton horizontal distribution and mitigated role of macrophytes as shelter.•Zooplankton have important role in the matter cycling and energy flux at both alternative regimes.
We assessed the zooplankton assemblages in four temperate shallow waterbodies differing in macrophyte coverage and alternative states: transparent vs. turbid. The main objectives of this study were: (i) to determine the horizontal assemblage of zooplankton in structurally different habitats; (ii) to examine the role of fish, macroinvertebrates and environmental conditions in the observed zooplankton assemblage patterns; and (iii) to evaluate the zooplankton-macroinvertebrate-fish food web interactions in pelagial and littoral zone in transparent vs. turbid lakes. Abiotic factors and food resources, as well as zooplankton assemblage did not show significant difference along the gradient of habitat complexity, but exhibited pronounced variability among these waterbodies. Selected lakes contained nutrient levels that can undergo or were shifted into turbid state. Two waterbodies showed hysteresis: at similar nutrient conditions one remained transparent with macrophytes, while other shifted in its turbid state with increased phytoplankton biomass, and reduced population of planktonic crustaceans. Rotifers contributed mainly to the metazooplankton diversity and abundance. The results suggested that total phosphorous and phytoplankton were the main drivers in turbid waterbodies, and biotic interactions governed structuring of zooplankton assemblage in transparent waterbodies. Habitats of submerged and floating-leaved macrophytes do not appear to a secure refuge for zooplankton against predation. On the other hand, sediment in the vegetated and non-vegetated littoral zone functioned as an effective shelter. According to our results, zooplankton underwent strong predation pressure by macroinvertebrates and small-sized fish in the littoral and by larger-sized fish in pelagial, with alteration related to ecosystem peculiarities. Based on an applied ecological network model, zooplankters were equally vulnerable to predation in both the pelagial and littoral zones, and these biotic interactions were main factors for zooplankton homogenous horizontal distribution. These results suggest that zooplankton organisms play important role in the matter cycling and resilience of the food webs to environmental alterations.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Aiming to establish the most frequent invertebrate taxa in drift at the small spatial scale within a moss-rich karst tufa-precipitating hydrosystem, we sampled drift among microhabitats differing in ...substratum type and flow conditions along a tufa barrier-cascading lotic reach. Additionally, we addressed the question of the contribution and the potential significance of meiofauna within the overall invertebrate drift at the small spatial scale. During the study period, a total of 60 invertebrate taxa were recorded in the drift. Six of these taxa belonged to the annelid/arthropod meiofauna and they represented 35% of total drift density. Macroinvertebrates found in drift were represented mainly by larval insects. The composition of the most abundant taxa in total drift was as follows: Alona spp. (Cladocera 26.7%), Riolus spp. (Coleoptera: Elmidae 13.2%), Simulium spp. (Diptera: Simuliidae 12.2%), Enchytraeidae (Oligochaeta 10.4%), Hydrachnidia (6.3%), Orthocladinae (Diptera: Chironomidae 3.9%) and Naididae (Oligochaeta 3.6%). Faunal drift densities and amounts of transported particulate matter (PM) were highest at the fast-flowing sites located at the barriers and lowest at the slow-flowing sites within pools. Similarly to the seasonal amounts of transported PM, faunal drift was lowest in winter, and peaked in autumn and in late spring/early summer. Correlation between flow velocity and PM-faunal drift densities suggested a significant effect of the dislodged PM, though a minor influence of discharge and flow velocity on faunal drift. We suggest that the small-scale habitat heterogeneity and the respective feeding and refugial strategies of the fauna, as well as faunal passive dislodgement initiated by the shear forces of the flow were the most important drivers of observed drift patterns.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The study aims to compare how discovery learning and collaborative discovery learning affect knowledge acquisition, the development of understanding through phases of self-regulated learning (SRL), ...and the use of SRL strategies at the individual level. The sample consists of 981 eleven-year-old students. The results show that both methods have a positive effect on knowledge acquisition. Collaborative discovery learning has more positive effects on the development of students’ understanding by developing collaborative skills. Motivational strategies (especially in girls) are more developed in collaborative discovery learning than in discovery learning. Students who show more pronounced negative characteristics of self-regulation also achieve poorer results in the knowledge test, and this is more pronounced in students who have participated in discovery learning. The tendency of an affirmative attitude towards the characteristics of SRL in the entire population of students indicates a proportional growth in accordance with success in learning, but in more successful students, it indicates a uniform retention of an affirmative attitude. The tendency toward an affirmative attitude regarding the characteristics of collaborative learning is inversely proportional to students’ success, with a more pronounced attitude decrease in more successful students.
In order to test the performance of the seventh grade elementary school biology students, a study was conducted in 2007 and 2008, using active learning methods in block scheduled and single lesson ...(two hours per week) biology classes. The study included 108 students and consisted of classes on selected topics, with a matching preparation. The topics were 'Protozoa', 'Algae' and 'Fungi'. Before the class, students were subjected to initial testing and after the class to the final written closed-type questions test. All the questions in the test analysed two cognitive levels: reproductive knowledge as the lowest level and conceptual understanding and application of knowledge as a higher level of knowledge. On average, students who had active block scheduled lessons performed better in both initial and final testing than those from single scheduled lessons. They performed better on both cognitive levels in both tests than students from active single lessons. Both groups of students achieved better results in the final testing on the first cognitive level than on the second. Adapted from the source document.
The effects of aquatic macrophyte (willows and sawgrass) removal on flow velocity, tufa deposition, POM dynamics, and macroinvertebrate community structure were studied in the tufa barrier habitats ...of the barrage system of Plitvice Lakes, Croatia. Samples were collected from two hydraulic habitats (fast > 100 cm s⁻¹and slow < 100 cm s⁻¹) at both a control (no macrophytes removed) and impact (macrophytes removed) site. Samples were collected with a core sampler (four layers in vertical profile of barrier bed) monthly on 6 dates before and 7 dates after the removal of macrophytes. Macrophytes were removed in May 2002 at the impact site. After the macrophyte removal flow velocity decreased significantly at both hydraulic habitats. Retarded flow resulted in: (a) a decrease in macroinvertebrate density and diversity since most of the taxa were rheophilic (preferring habitats with higher flow velocity) and (b) an increase in POM concentrations (FPOM and UPOM) since decreases in flow velocity facilitate particle deposition in lotic habitats. The effects of macrophyte removal were present, and diminish along the vertical sediment profile of the barrier bed. Tufa deposition was not influenced by the macrophyte removal.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
U epidemiološki prilagođenom okruženju za učenje i poučavanje, učitelji i učenici bili su ograničeni u provedbi grupnog rada i praktičnim aktivnostima, što je bio poticaj da se u vertikali učenja ...biologije, pripreme materijali prilagođeni sadašnjim generacijama, a koji mogu služiti za poučavanje i učenje u slučaju izvanrednih okolnosti, ali i u drugim situacijama kada se ne mogu provoditi praktični radovi, promatranja, mjerenja, opažanja i istraživanja u učionici ili tijekom terenske nastave. U tu svrhu su pripremljeni materijali na BUBO platformi MoD sustava (SRCE), a za studente biologije i kemije nastavničkog usmjerenja pripremljeni su online materijali (Merlin SRCE) kao podrška učenju biologije i pripremi za rad u školi. ASIO model, temeljen na video-materijalima sa simulacijama promatranja i istraživanja, pokazao se kao dobar alat za poučavanje bioloških koncepata u oblicima online i kontaktne nastave kada učenici nemaju mogućnost provoditi istraživanja i aktivnosti opažanja i otkrivanja, ali i kao poticaj raspravi rezultata provedenih istraživanja. Primijenjena je ideja fleksibilnog poučavanja temeljena na primjeni materijala i njihovoj prilagodbi obliku provedbe (kontaktno, hibridno ili online), što podržavaju materijali izrađeni za učenike različitih profila učenja. Pri pripremi zadataka vođena je briga da se podrži iskustveno učenje, učenje otkrivanjem i istraživačko učenje uz metakognitivnu podršku, učenje prema različitom interesu, razinama ostvarenosti ishoda i dominantnoj osobnosti kao i da se pruži podrška učenicima s teškoćama u razvoju, ali i darovitim učenicima. Osnovna ideja poučavanja uz BUBO materijale (IN-KO) je temeljena na individualnim doprinosima kolektivnom učenju, pri čemu ne trebaju svi učenici rješavati iste zadatke, već je nužno dobro vođenje učenika u učenju na osnovu izrađenih zadataka. Prilikom vođenja učenika u učenju, svaki pojedini učenik ili par/grupa učenika uključuju se u zajedničko učenje cijelog razrednog odjela s prikazom i zaključcima svojih zadataka, kako bi na taj način doprinijeli učenju cijelog razrednog odjela. U virtualnim učionicama je primjenjivana tehnika učenja Online rasprava, koja se temelji na procjeni tuđih uradaka prema ponuđenim kriterijima te primjeni kooperativnog učenja u nadogradnji znanja putem iskustva učenja drugih učenika. Materijali za poučavanje i učenje na BUBO platformi, kao i video materijali na BUBO YouTube kanalu, ideja ASIO modela, fleksibilnog poučavanja i IN-KO poučavanja, nastaviti će se provoditi u unapređenju i nadogradnji postojećih materijala te pripremi novih materijala za poučavanje i učenje u vertikali biološkog obrazovanja.
Cilj istraživanja bio je analizirati uspješnost učenja koncepta Prijenos tvari kroz tijelo živih bića kod učenika 7. razreda osnovne škole s obzirom na razinu interesa. Tijekom 2022. godine, učenici ...su učili temu Prijenos tvari kroz tijelo živih bića suradničkim učenjem, na način da su nakon učenja otkrivanjem u homogenim interesnim skupinama (slabi, umjereni, znatni i izraziti interes) formirali heterogene grupe unutar kojih su izmjenjivali rezultate istraživanja i izrađivali zajednički prikaz rezultata. Najviše je učenika bilo u interesnoj skupini znatnog interesa, a najmanje u skupini slabog interesa. Temeljem opažanja učitelja uz rješavanje radnih materijala, većina učenika svih interesnih skupina je uspješno ostvarila II. kognitivnu razinu (primjena i konceptualno razumijevanje). U završnom samovrednovanju svi učenici izjavljuju da im je rad u interesnim skupinama zanimljiviji nego klasičan rad, a većina njih smatra da je pritom naučila više nego na satu s tradicionalnim pristupom učenju. Kod svih interesnih skupina zabilježen je visok postotak pitanja u radnim materijalima na koje učenici nisu ponudili odgovor, što se može pripisati nedostatku vremena za rješavanje zadataka i povezati s činjenicom da su neki učenici precijenili svoj interes i sposobnosti. Na osnovu provedenog poučavanja i učenja može se zaključiti da suradničko učenje uz diferencirane zadatke za učenike različitog interesa doprinosi većoj motivaciji učenika i boljem razumijevanju poučavanog biološkog koncepta.
Načini ponavljanja nastavnog sadržaja stalno se mijenjaju, primjenjuju se nove metode koje nerijetko daju bolje rezultate na kraju poučavanja. Cilj istraživanja je utvrditi kako ponavljanje primjenom ...interaktivnih lekcija u online okruženju može utjecati na razumijevanje i povezivanje nastavnih sadržaja biologije. Istraživanje je provedeno 2022. godine, a vezano je uz nastavne teme Hrana kao izvor energije i Prilagodbe živih bića na život u vodi te Svojstva vode kao tema baziranu na terenskom istraživanju. Nastavne teme su odabrane uz dva biološka koncepta - koncept A (Energetski učinci prehrane živih bića) i koncept B (Prilagodbe živih bića kao posljedice evolucije) te uz poučavanje primjenom simulacija terenskih istraživanja. Uzorak je sačinjavalo šest razrednih odjeljenja petih razreda, koji su ponavljali nastavne sadržaje u online obliku uz pomoć Moodle lekcija platforme BUBO (na sustavu MoD, SRCE). Na kontrolnom uzorku primijenjeno je klasično ponavljanje. Svi učenici u istraživanju poučavani su uz pomoć istih nastavnih materijala. Lekcije za ponavljanje su izrađene na osnovu materijala koji su služili za poučavanje i učenje pojedine teme. Nakon ponavljanja, učenici su pisali završnu provjeru znanja koja je sadržavala po jedno pitanje iz svake teme s po tri čestice, od kojih je svaka čestica provjeravala jednu od kognitivnih razina znanja (reprodukcija, razumijevanje i primjena znanja, rješavanje problema). Uspješnost učenja uz interaktivno online ponavljanje u obliku Moodle lekcije prikazana je na osnovi praćenja ostvarenosti ishoda tijekom rješavanja zadataka u sklopu lekcije i na osnovi rezultata rješavanja završne pisane provjere. Za prikupljanje informacija o dojmovima učenja uz lekcije za ponavljanje korišten je anketni upitnik s trostupanjskom Likertovom skalom, kojim su učenici procjenjivali težinu pitanja, zanimljivost lekcije, kvalitetu uputa i kvalitetu sadržaja. Učenici većinom procjenjuju kako im je učenje uz pomoć lekcija praktično, jasno i jednostavnije od klasičnog ponavljanja. U velikoj većini slažu se da je ovaj način ponavljanja zanimljiv te da bi bilo dobro češće učiti na ovaj način, pri čemu navode kako je lakše ponavljati kada su postavljena pitanja koja ih vode u učenju, jer na taj način lakše uočavaju bitne sadržaje i poveznice između sadržaja.
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