Indonesian Pre-service Biology Teachers’ and Biology Education Professors’ Views on Evolution

Aini, Rahmi Qurota; Rachmatullah, Arif; Harliadi, Muhammad Dika; Ha, Minsu

doi:10.1007/s11191-020-00127-5

Cited by 14 publications

(9 citation statements)

References 60 publications

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“…A key outcome was that the percentage of participants who evidenced misconception (43.4%) was higher in the group of students who did not take the evolution course than in their counterparts (15.3%). Some of the misconceptions revealed by the study include the following: (1) the association of evolution only with Darwin; (2) the assumption that evolution implies the effort to bring individuals to perfection; (3) the thought that apes were the ancestors of human beings (this misconception has been also reported in Indonesia (Aini et al, 2020 ; Ramadani & Ibana, 2020 )); (4) the idea that an individual changes when conditions change in order to adapt; and (5) the link between evolution and metamorphosis. Another interesting finding was that 14 out of the 91 participating students held misconceptions, even though they had completed the course.…”

Section: Literature Reviewmentioning

confidence: 96%

“…Barnes et al ( 2021 ) and Branch et al ( 2021 ) report that even in the USA—probably the country where more studies have been conducted—there are still under-documented issues. It is thus not surprising to find in other parts of the globe statements of concern, such as “there are very few studies in the science education literature that have documented how Indonesians view evolution” (Aini et al, 2020 , p. 714), “information about the knowledge and acceptance of evolution in Spain is scarce” (Gefaell et al, 2020 , p. 3), “little is known about the views of university students in Colombia” (Archila & Molina, 2020 , p. 1625), and “relatively little information is available regarding the level of acceptance of evolution and knowledge about evolution in different educational settings in Europe” (, p. 1).…”

Section: Literature Reviewmentioning

confidence: 99%

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STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

et al. 2023

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Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors’ misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowledge that contemporary educational approaches (e.g., student-centered learning) mean that students’ misconceptions are one of the multiple aspects that influence the construction of meaningful learning. Here, we present a picture of Colombian STEM/non-STEM majors’ misconceptions about evolution. Participants were 547 students from different STEM/non-STEM majors (278 females and 269 males, 16–24 years old). During 5 years (10 academic semesters), data were collected from students’ responses to an 11-item questionnaire administered in a Colombian university. We hypothesized that the academic semester within these 5 years in which each student completed the instrument as well as respondents’ age, gender, and/or major may influence their misconceptions about evolution. Results reveal that participants had a moderate understanding of evolution. Also, we found a limited understanding of microevolution among participants. Furthermore, cross-sectional analyses of differences in undergraduates’ responses across demographic variables showed that despite apparent differences, these were not reliable since the differences were not statistically significant. Implications for evolution education are discussed.

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Section: Literature Reviewmentioning

confidence: 96%

Section: Literature Reviewmentioning

confidence: 99%

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

et al. 2023

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“…In this context, all EE is 'religious': the 2013 Curriculum states that God created the world, and creationism underpins all school subjects, including science subjects such as Chemistry and Biology (Parker 2016). 7 Indonesian teachers have an obligation to connect all knowledge taught in school with religion, in order to strengthen students' religious beliefs and piety.…”

Section: Overview Of Indonesiamentioning

confidence: 99%

Environmental education and eco-theology: insights from Franciscan schools in Indonesia

Suhadi

Parker

2021

Environmental Education Research

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This paper examines how the eco-theology of St Francis of Assisi is translated into practice in Franciscan schools in Jakarta, Indonesia. We also investigate if the environmental conclusions of the Pope's Encyclical, Laudato Si' , are understood by students. An ethnographic approach, using participant observation, interviews and focus group discussions with the friars and nuns, teachers and students, was used. We found that Franciscan religious practise Francis's teachings, but it is difficult to bridge the gap between his teachings and the contemporary context. Students generally identify as environmentalists and respect the environment, but their environmental practice is highly dependent on home life. Both schools and students have to contend with a broader socio-economic context which is pro-Development, with scant regard for the environment. Student understanding of complex global environmental problems, and their causes, is minimal. Nevertheless, we argue the relevance of St Francis's eco-theology in a world searching for environmental sustainability. Religious environmental educationThe lack of attention to religious EE is symptomatic of the basically a-religious nature of social science research on EE. As Gough pointed out, the academic literature on EE in schools is

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“…It is time to move from declarative statements about the methodology's close connections with pedagogy, psychology and age physiology to its practical applications. This does not mean that the future teacher must not only conduct research on human psychology or physiology, but must also use the richest data of educational psychology and age physiology when explaining methodological innovations (Aini, Rachmatullah, Harliadi, & Ha, 2020;Mutanen & Uitto, 2020).…”

Section: Introductionmentioning

confidence: 99%

The development of reflection among future biology teachers in the process of methodological training

Sarimbayeva

Izbassarova²,

Semenikhina³

et al. 2022

CJES

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Methodical training is most effective, especially in biology, as in any field of education. It is important to determine the place of methodological education in pedagogical learning. It aims to form the opinions of future biology teachers about the methodological approach. In this study, which was developed at the University of Educational Sciences, studies were carried out for better education with students who teach biology. The methodological training of future biology teachers implies the acquisition of certain methodological knowledge. A qualitative method was used in this study, which was carried out with students who teach biology. The opinions of the pre-service teachers were detailed. Ethical approval was obtained from the university for this study, which was applied to 112 biology graduate candidates. The findings obtained from the research conducted with the content analysis method are stated and explained. From the research, it was concluded that the methodological approach is especially important for biology and that the arguments of the methodological approach should be understood in detail. It is included in the students’ results that the education subjects in the given university are prepared according to the access method. Keywords: Education, methodology, teaching, content, biology teaching;

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Indonesian Pre-service Biology Teachers’ and Biology Education Professors’ Views on Evolution

Cited by 14 publications

References 60 publications

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

Environmental education and eco-theology: insights from Franciscan schools in Indonesia

The development of reflection among future biology teachers in the process of methodological training

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