The preliminary study on inverted problem-based learning in biology among science foundation students

Abstract

<span>The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.</span>

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

“…Sumen and Calisici (2016) found the skills of the elementary school teacher association through the science education program using STEM. The same finding in a different context is in Matawali et al (2019) that Biology learning carried out with PBL integrated with STEM approach increased students' scores who studied biology using the PBL model with the STEM approach.…”

“…They argued that the application of STEM needs to be implemented in science learning in elementary schools. Likewise, Matawali et al (2019) also found that Biology learning carried out with PBL integrated with the STEM approach increased students' scores who studied biology using the PBL model with the STEM approach.…”

“…Thus, it can be concluded that the perception of the implementation of STEM learning is very positive. In the context of science learning, it is also strengthened by the results of researches by Firat (2020), Akaygun and Aslan-Tutak (2016), Parmin and Sajidan (2019), Sumen and Calisici (2016), and Matawali et al (2019).…”

“…Research in the context of science education is also widely carried out. The examples are research conducted by Firat (2020), Akaygun and Aslan-Tutak (2016), Parmin and Sajidan (2019), Sumen and Calisici (2016), and Matawali et al (2019). Research by Firat (2020) in Turkey found the perspective of science teachers in Turkey is not ready to integrate Science, Engineering, Technology, and Mathematics.…”

Development of chemistry learners’ problem-solving skills through hands-on instructional model

“…The major components of a problem solver to be; knowledge, heuristics, and metacognition [16], [17]. Whilst, knowing a problem is the first step to getting its solution [18]. When there is less basic knowledge and skills on the problem, the more the working memories are burdened [19].…”