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Study about formative assessment contribution to habits of mind of the Biology students purposes to describe weather there is a formative assessment contribution (feedback, self assessment and peer assessment) to the forming of student habits of mind. The research was carried out in Biology Education Departement to students who took Botany Phanerogamae instruction on 2009/2010. Many of formative assessment strategies were applied on theory and practical study, such as group presentation task, concept diagram, to observe practical and presentation activity, drawing book task and practical report. And some of the instrument used on this study were habits of mind tracing questionnaire, work observation sheet on the theoty and practical study, concept diagram, task and rubric for drawing book task, practical report and student questionnaire. The result of the research shows that there is an contribution of formative assessment to the habits of mind, with medium classified with the R value of 0,654. While determination coefficient value is 0.372 which means that 37.2% variation of habits of mind was influenced by formative assessment. Through the path analysis know that the direct influence on feedback, self assessment and peer assessment to habits of mind is 16,7%, 11.1% and 2.6%.

Abstract. The purpose of this study is to describe pre-service teacher's learning during lecturing Animal Physiology and investigate it's impact on pre-service teacher's technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn't also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested. IntroductionThe 21 st century demands qualified human resources, generated by professionally managed institutions to produce superior results. Education as part of efforts to improve the quality of human resources also changes and follows the times. Therefore, professional teachers are required. To prepare a professional teacher must be prepared from the beginning, that is when they are still students (preservice teachers). During the course of lectures, preservice teachers of the University of Galuh Ciamis Biology are equipped with knowledge about Biology as content, pedagogy, and technology. These three types of knowledge interact and form new knowledge known as Technological Pedagogical Content Knowledge (TPACK) (Mishra and Koehler, 2006). TPACK which is owned by biology preservice teacher has an important role, because TPACK will influence the student how preservice teachers in teaching (Srisawasdi, 2012). Effective teachers not only know their subject matter but they also able to create a stimulating learning environment and apply pedagogical strategies, including technology-rich strategies that engage students while helping them improve their achievement (NCATE, 2010).The TPACK framework was developed by Mishra and Koehler based on Lee Shulman's concept of PCK by adding technology. One form of TPACK application in learning is the use of technology in teaching certain materials. Technology is considered important to be integrated in learning to respond to the challenges of the 21 st century. Teachers are not only required have the ability of PCK but also apply technology in learning, so technology, pedagogy and content has become a part of teacher education programs to prepare preservice teachers. Applying technology in its teaching process. This research was conducted in order to analyze TPACK development process in Biology preservices

This study investigated the effect of integrated science learning using Science Writing Heuristic (SWH) approach to enhance students' ability in written communication. Participated by 46 students of grade 8 of a junior high school in West Sumatra whose purposively sampled, the study used a quasi-experiment with static group pretest-posttest design. Data were gathered from written communication test developed for pretest and posttes. The result of data analysis showed that there were significant effect of implementing the integrated science learning using SWH approach in enhancing the ability of students' written communication. The mean gain of experimental group is 0,8, which is higher than the control group (0,6).

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