Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study

Weitzel, Holger; Blank, Robert H.

doi:10.1080/1046560x.2019.1664874

Cited by 12 publications

(9 citation statements)

References 40 publications

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“…Science-integrated learning needs to be designed to make it easier to understand the relationship of material from one context to another, therefore, it needs to be designed science-integrated learning that can also provide meaningful learning (Amini, 2017) and it is very important to achieve deep understanding (Nie et al, 2019). Therefore, in developing science-integrated learning media one of which can be done by involving pre-service teachers directly (Sarmi et al, 2019), involving preservice teachers in designing science-integrated learning media (Weitzel & Blank, 2020) through learning strategies project-based (Sumarni & Kadarwati, 2020). The design of science-integrated learning media begins with the analysis of KI and KD, then creates themes and identifies KI and KD from various subjects that have the same theme which is the theme of ecosystems.…”

Section: Introductionmentioning

confidence: 99%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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The purpose of this study is to find out the effect of PjBL with WBL media as an instructional strategy and direct instructional (DI) strategy on the understanding (intercept) and the concept application of science-integrated learning media. The method of this research is Quasi-Experimental with 2x2 factorial design. The number of respondents is 110 pre-service teachers consisting of 68 respondents for the experimental class and 42 respondents for the control class. The sampling technique is purposive sampling with a class as an experimental class and another class as a control class. MANOVA is used to analyze the data. The result of the test shows that: (1) there is a difference in the average score of learning outcomes in understanding and science-integrated conceptual application among pre-service teachers who are taught with Web-based PjBL and DI strategies. The average score of understanding the concept of developing science-integrated learning media with a Web-based PjBL strategy is 88.81, DI is 85.69. The average score of the concept application with Web-based PjBL strategy is 89.07, DI is 85.69; (2) there are differences in the average score of understanding learning outcomes and the application of the concept of developing science-integrated learning media between pre-service teachers who have a cognitive style of FD and FI. The average score of understanding the concept of FD is 88.08, FI is 86.12. The average score of the concept application FD is 87.37, FI is 88.29. From these data, it can be concluded that the Web-based PjBL strategy has a better contribution than DI in improving the learning outcomes of understanding and application of the concept of developing science-integrated learning media.

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Section: Introductionmentioning

confidence: 99%

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Safaruddin

Degeng

Setyosari

et al. 2020

JPII

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“…More specifically, the intended learning outcomes often do not mediate prospective teachers' thinking about their students' needs (S1). Particularly, assessment at the end of a lesson is often not fully aligned with the intended learning outcome (A2), a frequently reported issue in lesson planning (e.g., Chizhik & Chizhik, 2018; Weitzel & Blank, 2020). Hence, the findings are also in line with other studies.…”

Section: Discussionmentioning

confidence: 99%

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

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“…Student's status can be improved through various hand-on activities, or laboratory practicums. Other studies have shown that increasing student learning activities in the classroom can improve student achievement and student attitudes toward biology (Gardner & Belland, 2012;Kim & Bolger, 2017;Parishan et al, 2011;Romine et al, 2017;So et al, 2019) besides that active learning will reduce the gap in student learning achievement (Haak et al, 2011;Schiffer et al, 2020;Weitzel & Blank, 2020).…”

Section: Indirect Teachingmentioning

confidence: 99%

Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

Juanda¹,

Maulida²,

Gloria³

et al. 2021

JPSI

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The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biology

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Pedagogical Content Knowledge in Peer Dialogues between Pre-Service Biology Teachers in the Planning of Science Lessons. Results of an Intervention Study

Cited by 12 publications

References 40 publications

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

The Effect of PjBL with WBL Media and Cognitive Style on Students’ Understanding and Science-Integrated Concept Application

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

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