Exploring Pre-service Biology Teachers’ Informal Reasoning and Decision-Making About COVID-19

Han-Tosunoğlu, Çiğdem; Özer, Ferah

doi:10.1007/s11191-021-00272-5

Cited by 17 publications

(6 citation statements)

References 69 publications

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“…Education in the 21st century aims to prepare students to become a global society (Mun et al, 2015). The educational process should emphasize the mastery of scientific literacy skills in students (Altun-Yalçln et al, 2011;Gormally et al, 2012;Han-Tosunoglu & Ozer, 2022;Karışan & Zeidler, 2016;Özdem et al, 2010;Ozden, 2020;Soobard & Rannikmäe, 2011;S. Wu et al, 2018), because scientific literacy is not only a supporting factor for success in the 21st century and an era knowledge based economy (Adnan et al, 2021;Boh Podgornik et al, 2017;Suwono et al, 2017), but also includes responsibility and cultural aspects (Allison & Goldston, 2018).…”

Section: Introductionmentioning

confidence: 99%

Quantitative Study on The Scientific Literacy Skills of Prospective Biology Teachers

Firdaus¹,

Ibrohim²,

Lestari³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Scientific literacy skills are very important skills in life, not only related to academic aspects, but also in real life. Therefore, science literacy skills become a goal in 21st century education. This study aims to investigate the level of scientific literacy skills of biology prospective teacher, and to find out whether there are significant differences in scientific literacy skills of biology prospective teacher based on semester. In this study, there were 69 prospective biology teachers as voluntary respondents, consisting of 17 (2nd semester), 25 (4th semester), and 27 (6th semester). The Test of Scientific Literacy Skills (ToSLS) is an instrument used to measure scientific literacy skills. Furthermore, the data were analyzed descriptively and multivariatly using SPSS 22 at the 5% significance level. Based on the results of the analysis, it can be concluded that our participants' scientific literacy skills were not significantly different. In general, our participants' scientific literacy skills were low in the aspect understanding of element research design, creating graphs, solving problems using quantitative skills, and justify inferences, predictions, and conclusions based on quantitative data, and semesters have no significant effect on scientific literacy skills. Then, the recommendations for the results of this study are described briefly in the conclusion section

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Section: Introductionmentioning

confidence: 99%

Quantitative Study on The Scientific Literacy Skills of Prospective Biology Teachers

Firdaus¹,

Ibrohim²,

Lestari³

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Taking into account the results shown in Table 1 above, we try to explain why our respondents use more intuitive and emotive reasoning patterns than rationalistic reasoning, even though at the university level, rationalistic reasoning is reasoning that is expected to be used in responding or making decisions related to SSI issues (Han-Tosunoglu & Ozer, 2022). Regarding this, several factors influence the reasoning of our responses, including religious beliefs, risk considerations, attitudes and views of respondents regarding global issues (such as GMOs and organ transplants), content knowledge, and political identity (Beniermann et al, 2021).…”

Section: Rationalistic Reasoning Patternsmentioning

confidence: 99%

Identification of Informal Reasoning Patterns of Biology Prospective Teachers Based on Socio-scientific Issues

Firdaus¹,

Masiah²,

Ibrohim

et al. 2023

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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This research was conducted to overcome the lack of integration of socio-scientific issues (SSI) at the Mandalika University of Education, especially the biology education department, and at the same time as a springboard for developing teaching programs. This basic qualitative research aims to identify and explain informal reasoning patterns of biology prospective teachers. In this study, 14 biology prospective teachers as samples were selected purposively, namely students who had taken animal physiology, genetics, and evolution courses. Furthermore, semi-structured interviews using thematic techniques focused on issues of common descent, GMOs, and organ transplants. The findings and conclusions of this study indicate that intuitive and emotive reasoning is the reasoning patterns most used by our respondents in responding to SSI issues. Then, for further research, it is stated briefly in the recommendations section.

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“…Literature on decision making categorised several types making decision, such as rationalistic, intuitive, and emotive (Sadler & Zeidler, 2005), head, heart, and gut (Soosalu et al, 2019), rationalistic, moral-based, emotive and intuitive (Han-Tosunoglu & Ozer, 2021). Based on a synthesis of these literature this study uses the terms intuitive (a decision based on individual subjectivity), heuristic (a decision based on knowledge and empirical evidence), and rational (a decision based on rational consideration and common sense).…”

Section: Introductionmentioning

confidence: 99%

Effect of Argumentation-Based Teaching on Students’ Understanding, Reasoning and Decision-Making Concerning Food Preservatives

Widodo

Huda

Rochintaniawati

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Misuse of food preservatives in the society is alarming that it is necessary to raise students’ awareness about the danger to their health. Educating children about healthy food requires more than just promoting understanding but more importantly practicing reasoning and decision making. This study analyses the impact of lessons designed to improve students’ understanding, reasoning, and decision making on the use of food preservatives. Participants of the study were 30 students of 7th grade junior high school taught by a teacher who has been trained on argumentation-based teaching strategies. During the lessons students were provided with dilemmatic cases that stimulate their thinking followed by discussion before finally making a decision. Data were collected prior and after the lessons using a three-tier test that require students to provide answers that consist of explanation, reason, and evidence. The study shows improvement of students’ understanding of the content, reasoning skills, and decision making. Moreover, the study also reveals that the majority of the students tend to view food preservatives from the usefulness side but ignore the danger. The findings suggest that argumentation-based teaching strategy results in students’ deeper understanding of the content, reasoning and decision-making skills. This study recommends that efforts to promote students’ awareness of food preservatives and healthy diet can be done through a systematic and well-planned teaching strategy that encourage students to reason and to think deeply about the positive and the negative sides of food preservatives

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Exploring Pre-service Biology Teachers’ Informal Reasoning and Decision-Making About COVID-19

Cited by 17 publications

References 69 publications

Quantitative Study on The Scientific Literacy Skills of Prospective Biology Teachers

Quantitative Study on The Scientific Literacy Skills of Prospective Biology Teachers

Identification of Informal Reasoning Patterns of Biology Prospective Teachers Based on Socio-scientific Issues

Effect of Argumentation-Based Teaching on Students’ Understanding, Reasoning and Decision-Making Concerning Food Preservatives

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