Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

Yli‐Panula, Eija; Jeronen, Eila; Seiko-Ahlströn, Heidi; Ruotsalainen, Elsa

doi:10.5617/nordina.2579

Cited by 4 publications

(6 citation statements)

References 27 publications

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“…It was included in most of the articles (in a total of 11 articles, except for article number 11). Thus, the findings support the previous studies among students [49] and student teachers [26,48].…”

Section: Discussionsupporting

confidence: 91%

“…These findings support the previous studies. According to Yli-Panula and others [48], Finnish student teachers see species identification, species knowledge and understanding of the functions of nature and ecosystems to be important to teach. Lindemann-Matthies [50], for her part, states that species knowledge and identification are important both for scientists and other professionals in biology but also for lay people.…”

Section: Discussionmentioning

confidence: 99%

“…Suspicious or passive attitudes concerning environmental studies prevent the development of scientific and critical thinking skills [47]. The biological topics that commonly arose in the study concerning the opinion of the Finnish student teachers were species identification, species knowledge, and understanding the functions of nature and ecosystems [48]. The ongoing education of the people should promote awareness, knowledge transfer, and the acquisition of a sense of values, behaviours, and skills necessary for the preservation of the environment [49].…”

Section: Knowledge Attitudes and Values Concerning Bdmentioning

confidence: 99%

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Teaching Methods in Biology Promoting Biodiversity Education

et al. 2018

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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Knowledge Attitudes and Values Concerning Bdmentioning

confidence: 99%

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Teaching Methods in Biology Promoting Biodiversity Education

et al. 2018

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“…There are several reasons why learning the concept of science (biology) and its branches are considered to be more difficult and do not appeal to students (Macaulay, Van Damme, & Walker, 2009;Zhang, Liu, Yang, Tripp, & Shao, 2017). These reasons are interdisciplinary nature of biological concepts, the biological organization level and the abstract level of the concepts, the overload of biology curricula, the abstractness and difficulties with the textbooks (Çimer, 2012;Schnittka & Bell, 2009), and containing very much definition or specification of the phenomena (Jeronen, Palmberg, & Tli-Panula, 2016;Yli-Panula, Jeronen, Seiko-Ahlströn, & Ruotsalainen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

Yulinda

Ilma

2018

JPBI

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There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was the questionnaire. The subjects were biology pre-service teachers in the University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75.22%), students' opinions in the exam activity (61.89%), the impact teacher's technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remaining indicator (the activity of recording material and the making of summary in learning) was recognized as medium criteria (57.17%). It can be concluded that contextualbased Plant Morphology course learning must be the main choice to strengthen the understanding of biology pre-service teachers.

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“…Anggapan lain menyatakan bahwa materinya cenderung hanya untuk menghafal (Bingolbali, et al, 2011;Hinneh, 2017), materi buku teks kurang kontekstual, serta terlalu banyak terminologi atau spesifikasi fenomena (Santos, 2017). Selain itu, metode pembelajaran dan strategi yang digunakan masih konvensional (Jeronen, et al, 2016;Yli-Panula, et al, 2017).…”

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Tantangan Dan Peluang Pengembangan Matakuliah Keanekaragaman Tumbuhan Di Era Disrupsi Dari Perspektif Calon Guru Biologi

2021

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Abstrak. Matakuliah Keanekaragaman Tumbuhan (KT) memainkan peran penting untuk membekali mahasiswa mempelajari prinsip taksonomi. Taksonomi merupakan salah satu upaya konservasi. Di saat era disrupsi seperti saat ini, konservasi merupakan masalah global yang mendesak. Namun, banyak penelitian yang melaporkan bahwa matakuliah KT sulit untuk dipelajari, sehingga mahasiswa menjadi tidak tertarik untuk belajar. Penelitian ini ditujukan untuk mengeksplorasi minat melalui persepsi mahasiswa calon guru biologi tentang tantangan yang terjadi selama perkuliahan KT berlangsung, serta solusi yang dapat digunakan untuk mengembangakan matakuliah KT. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Teknik pengumpulan data berupa reflective essay yang dianalisis menggunakan analisis tematik. Hasil eksplorasi persepsi mahasiswa calon guru biologi berupa tantangan dan peluang selama mengikuti perkuliahan KT. Tantangan yang dialami terangkum dalam empat tema: kesulitan pemahaman materi; keterbatasan media pembelajaran; metode pembelajaran kurang efektif; serta kesulitan management waktu. Peluang untuk mengembangkan matakuliah KT terangkum dalam empat tema besar: penguatan materi; optimalisasi media pembelajaran; optimalisasi metode pembelajaran; dan optimalisasi kegiatan praktikum.Abstract. Plant Diversity course (in Bahasa Keanekagaraman Tumbuhan) plays an essential role in facilitating students to learn taxonomic principles. Taxonomy is one of the conservation efforts. In this disruptive era, conservation is an urgent global problem. However, many studies have reported that this course is difficult to study, so that students are not interested in studying. This study is aimed at exploring interest through the perceptions of prospective biology teacher students about the challenges that emerge during KT course, as well as solutions that can be used to improve KT course. The research method used is qualitative research methods. The data collection technique was a reflective essay which then was analyzed using thematic analysis. The results of an exploration of the perceptions of biology teacher candidate students in confronting challenges and opportunities during KT course. The challenges experienced are summarized in four themes: difficulties in understanding the material; limited learning media; less effective learning methods; as well as time management difficulties. Meanwhile, the opportunities to develop KT course are also summarized in four major themes: strengthening material; optimization of learning media; optimization of learning methods; and optimization of practicum activities.

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Important Biological Issues for Elementary Pupils – A Study of Elementary Pre-service Teachers’ Conceptions

Cited by 4 publications

References 27 publications

Teaching Methods in Biology Promoting Biodiversity Education

Teaching Methods in Biology Promoting Biodiversity Education

Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

Tantangan Dan Peluang Pengembangan Matakuliah Keanekaragaman Tumbuhan Di Era Disrupsi Dari Perspektif Calon Guru Biologi

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