The role of STEM-DSLM in facilitating students’ conceptual change and preventing misconception in life sciences

Rustaman, Nuryani Y.

doi:10.1088/1742-6596/1521/4/042038

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…STEM as educational disciplines are closely connected with the theory of Conceptual Change (Rustaman, 2020). The conceptual change is advanced in the following way: Phase 1 the existing concept is actualized, Phase 2 the quasiconcept is foregrounded, Phase 3 the new concept is arrived.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

A Cross-Sectoral Approach to Stem Education: A Multi-Perspective Design

Zaščerinska¹,

Aļeksejeva²,

Zaščerinskis³

et al. 2022

SIE

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The complexity of the STEM education ecosystem at all the educational levels has been risen by the COVID-19 pandemic. The search for a sustainable ecosystem leads to the cross-sectoral approach to STEM education. A sustainable STEM education ecosystem is also characterized by the coherence between the STEM education levels. The research aims at creating a theoretical model of the multi-perspective design of STEM education within a cross-sectoral approach for identifying the implications for further research on the cross-sectoral STEM education. The qualitative research was carried out. Research data were collected through the analysis of published research works. Content analysis was used for the analysis of the collected data. The theoretical novelty of the cross-sectoral STEM education is indicated: the structure and phases of STEM Education implementation and multi-perspective design. The exploratory research allows widening the traditional boundaries of the STEM education (teacher-content-student) with the concepts of educational discipline, conceptual change, all language as the unity, the digitalised educational process, and the cross-sectoral approach. The research is novel in the implications for further research on the cross-sectoral STEM education..

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Section: Conceptual Frameworkmentioning

confidence: 99%

A Cross-Sectoral Approach to Stem Education: A Multi-Perspective Design

Zaščerinska¹,

Aļeksejeva²,

Zaščerinskis³

et al. 2022

SIE

View full text Add to dashboard Cite

show abstract

“…In addition, Afidah (2015) found misconceptions at the student level about the concept of evolutionary mechanisms with the main cause being that students follow their intuition in answering test questions. The results of research from Rustaman (2019) identified misconceptions that occurred among junior high school, high school students and science teachers and prospective Biology teachers about biological concepts.…”

Section: Introductionmentioning

confidence: 99%

Misconceptions of Prospective Biology Teachers on Fructus Material Using the Certainty of Response Index Technique

Afidah,

Wahyuni

2023

J. Nat. Sci. Integr

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This study is aimed to identify misconceptions about fructus that occur in biology teacher candidates. To achieve this goal, this study used a descriptive research method with a survey method to describe a condition of misconceptions of prospective biology teacher students based on the CRI technique. This research was carried out at the fkip of lancang kuning university in the 2020/2021 academic year. The population in the study were biology education students who contracted the plant morphology course with the research sample selected by saturated sampling or total sampling, amounting to 35 people. The data collection technique is by giving a fructus concept ability test in the form of multiple choice equipped with a cri scale with a total of 15 question numbers. Data analysis techniques were used using the cri (certainty of response index) technique and the levels of conception and constructive misconceptions were presented descriptively. The findings of the study were obtained from 525 conceptions that there were three categories of conceptions that occurred among prospective biology teacher students about fructus, namely understanding the concept of fructus 27.75% and not understanding the concept of fructus 37.35% and misconceptions 34.90%. Biology teacher candidate students were found to have misconceptions with moderate levels of misconceptions. The concept of misconception occurs in students about fructus, namely the concept of true fruit groups and pseudo fruit groups in fruits. It is hoped that the findings of misconceptions in prospective teachers can become the basis for parties to develop appropriate models or media to reduce the level of misconceptions.Keywords: misconceptions, fructus, CRI

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The role of STEM-DSLM in facilitating students’ conceptual change and preventing misconception in life sciences

Cited by 2 publications

References 12 publications

A Cross-Sectoral Approach to Stem Education: A Multi-Perspective Design

A Cross-Sectoral Approach to Stem Education: A Multi-Perspective Design

Misconceptions of Prospective Biology Teachers on Fructus Material Using the Certainty of Response Index Technique

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