Scientific reasoning skills based on socio-scientific issues in the biology subject

Abstract

Learning strategies using Socio-Scientific Issues (SSI) are approaches that will meet the characteristics of 21 st Century Skills (K-21) and upgrade the Higher Order Thinking Skills (HOTS). One of the reasons of the unfavorable TIMMS and PISA results in Malaysia because students' incompetent to answer science reasoning question based on scientific issues that occur in their daily lives. SSI is a dimension that is used in the assessment of the Trends in International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA) which consists of the issue of the environment, medicine, health and genetic engineering. The purpose of this study is to assess the scientific reasoning level of Form Four science students in the biology subject based on SSI. Quantitative approaches surveys have been used in this study. The SSI instruments used were adapted. Total of 450 Form Four science students are samples used in this study. Findings revealed the needs of students should be discovered to levels of SSI reasoning approach because the results have shown that students' accomplishment are still low or medium level. In addition, students are incompetent to relate the concepts of science and socio-scientific issues. In conclusion, the potential of SSI approach introduced in the research and development process to enable students to master the concept of science, achieve the objectives of learning in the biology and upgrade the Higher Order Thinking. One of the implication of this research is to facilitate policy makers in implementing Biological Education Excellence in Malaysia through the development of model of Scientific Reasoning Skills.

Comprehensive Analysis of the Fort Instrument: Using Distractor Analysis to Explore Students’ Scientific Reasoning Based on Academic Level and Gender Difference

“…Science education is crucial for students because science is used to make sense of everyday life, thus the National Research Council (2012), along with several scholars, have advocated scientific reasoning ability for students. For example, research has examined the factors affecting students' understanding of scientific concepts, which also affects their scientific reasoning (Allchin & Zemplén, 2020;Saad et al, 2017;Wilhelm et al, 2018;Yang et al, 2002). Some studies have explored students' scientific reasoning and conceptual change, with relation to course achievement as well (Lawson et al, 2007;She & Liao, 2010;Weld et al, 2011).…”

Measuring the Level Scientific Argumentation Ability of Biology Prospective Teacher

“…Third: another factor that plays a role in scientific argumentation ability is epistemological beliefs (Greene, 2016); (Saad et al, 2017). For (Hofer, 2004), epistemological beliefs are the essence of knowledge and ways of knowing, so they are referred to as cognitive constructs that affect various academic performances.…”

Teaching Socioscientific Issues through Scientific Scenarios: A Case Evaluation Based on Secondary School Students’ Views

“…As a matter of fact, an interdisciplinary context emerges by emphasizing the connection between the concepts of environment, health and society in disciplines that deal with SSIs (Alkış Küçükaydın, 2019). When the literature is examined, there are studies in which scientific scenarios are used in different disciplines and levels such as environment (Alkış Küçükaydın, 2019;Dawson & Carson, 2017;Carson & Dawson, 2016), health (Keskin-Samanci et al, 2014;Lin & Hung, 2016;Saad et al, 2017) and social issues (Evren Yapıcıoğlu, 2020).…”