'Biology concepts' Search Results
Optimization of Critical Thinking by Empowering Collaboration and Communication Skills through Information Literacy-Based E-Books: In STEM integrated Problem-Based Learning
critical thinking collaboration communication information literacy stem...
This study aimed to optimize critical thinking by empowering reflective and impulsive students' collaboration, communication, and information literacy skills through information literacy-oriented e-books in STEM-integrated problem-based learning (PBL). The research method used was a descriptive explorative approach. The study subjects consisted of five reflective students and five impulsive students. The measurement of cognitive style used the Matching Familiar Figure Test (MFFT) instrument. Collaboration skills were assessed through observation sheets, critical thinking and communication skills were assessed through student worksheets based on problem-solving tasks, and information literacy was assessed through a questionnaire. The study found that reflective students excelled in critical thinking and information literacy, while impulsive students demonstrated superior collaboration skills. As for communication skills, reflective and impulsive students have different advantages for each indicator of communication skills. This study can conclude that implementing information literacy-oriented e-books through STEM-integrated PBL can optimize reflective and impulsive students' critical thinking, collaboration, communication, and information literacy skills. The implication of this study is the importance of integrating 21st century skills holistically in learning practices, especially in the digital era, to prepare the younger generation to face the challenges of the 21st century.
Project-Based Learning as a Catalyst for Fostering Metacognitive Skills in Preservice Science Teachers
metacognition metacognitive skills preservice science teachers project-based learning...
This study examines the impact of Project-Based Learning (PjBL) on developing metacognitive skills among preservice science teachers (PSTs) in Northeast Thailand. A sample of 143 PSTs, including first-year students in General Biology 1, second-year students in General Physics 1, and third-year students in Basic Organic Chemistry, participated in an 18-week programme. The study aimed to assess changes in metacognitive skills before and after PjBL implementation, evaluate differences among academic years, and identify predictors of skill development. The methodology included a six-hour orientation workshop and a collaborative, project-based curriculum. Descriptive and inferential statistics were employed, with the item-objective congruence index (IOC) for content validity, paired samples t-tests for pre- and post-intervention comparisons, and Analysis of Variance (ANOVA) to examine differences across academic years. Multiple regression analysis was used to identify significant predictors of metacognitive skill development. Results showed significant improvements in metacognitive skills post-PjBL, with substantial enhancements across all subjects. ANOVA indicated significant differences among academic years, with third-year students demonstrating the highest metacognitive skill levels. Multiple regression analysis identified participation in PjBL and academic level as significant predictors of metacognitive skill development. These findings highlight the effectiveness of PjBL in enhancing metacognitive skills and underscore the importance of active learning and reflective practices in teacher education programmes. This study provides valuable insights into the impact of PjBL on PSTs' professional growth and instructional efficacy, preparing them for modern classroom challenges.
The Impact of Gamification-Assisted Instruction on the Acquisition of Scientific Concepts and Attitudes Towards Science Class Among Elementary School Students
attitude toward science classes elementary students gamification scientific concept...
This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.
Diorama: An Effective Approach to Reduce Social Withdrawal Behavior in Children With Autism Spectrum Disorder
autism spectrum disorder diorama social withdrawal behavior...
Children diagnosed with moderate autism spectrum disorder (MASD) exhibit a range of socially unacceptable behaviors, which notably include social withdrawal behavior (SWB); these individuals tend to disengage from various social contexts, consequently impeding their communication and social interaction capabilities. The primary objective of this research was to employ miniatures (diorama) as a methodological approach to construct semi-naturalistic scenarios for children with MASD that authentically represent their quotidian experiences and facilitate interaction, contributing to the alleviation of their SWB. The research sample comprised 21 children with MASD, aged between 6 and 9 years, who were enrolled at the Al-Jabr Institute in Al-Ahsa, Saudi Arabia. A quasi-experimental methodology was adopted to align with the research's inherent characteristics, using a three-group design. The instruments utilized included the Social Withdrawal Behavior Scale (SWBS) alongside a training program devised by the authors. The results showed a significant reduction in SWB among those children to whom the diorama program was applied. Results also indicated the continuation of this effect after the end of the diorama program period for two consecutive months. The outcomes encourage further implementation of the diorama methodology on more extensive samples and across a broader geographic scope within Saudi Arabia, thereby facilitating the generalization of the findings to the entire population of children diagnosed with MASD. Findings also encourage the enhancement of the diorama's role in forthcoming experimental inquiries to ascertain its efficacy in mitigating other socially maladaptive behaviors exhibited by children with MASD.
Improving Students’ Higher-Order Thinking Skills: A Comparison Between Flipped Learning and Traditional Teaching Approach
flipped learning higher education higher-order thinking skills student outcome sqirc...
Higher-order thinking skills (HOTS) are important for students to improve their ability to analyze, solve problems, and use critical thinking. This research aims to measure the use of flipped learning to enhance students’ higher-order thinking skills. The scaffolding, questioning, interflow, reflection, and comparison (SQIRC)-based flipped learning model is used in this research. It is a combination of online and face-to-face learning that provides opportunities for students to be more active and independent in learning. This model can improve students’ critical thinking skills, as seen from learning outcomes. This research is a quasi-experimental study using 43 students in the Introduction to Accounting course, divided into a control group and an experimental group. In the Introduction to Accounting course, HOTS is essential because this course emphasizes theory and requires the application of the theory in solving problems in accounting records. The results found that implementing the SQIRC-based flipped learning model increased student learning outcomes from pre-test to post-test, and the learning outcomes of the experimental group were higher than those of the control group.
Mapping the Scientific Landscape of the Flipped Classroom Model in K-12 Education During 2014-2024
bibliometric analysis flipped classroom general education...
This article aims to establish a research map of the flipped classroom (FC) model in general education for the period 2014-2024, exploring publication trends, influential authors, organizations, countries, and prominent research topics, while also identifying academic gaps in this field. The study focuses on three main aspects: (1) publication trends and influential authors, organizations, and countries; (2) key research topics and academic gaps; (3) international collaboration networks in FC research. The research employs a bibliometric analysis method, utilizing the Scopus database and the VOSviewer visualization tool, to synthesize information and identify research trends. The results indicate that research on FC in K-12 education increased sharply from 2019, reflecting the impact of digital transformation in education during and after Covid-19. The United States, Hong Kong, and Taiwan are the leading research centers. Authors such as Bergmann, Bishop, and Hew have been highly influential. Prominent research trends include self-regulated learning, learner satisfaction, gamification, and the application of artificial intelligence. The international collaboration network in this field is growing, with strong participation from institutions from Southeast Asia, including Vietnam. The study recommends expanding the scope of analysis beyond Scopus and using qualitative methods and systematic reviews to further evaluate the FC model. The research will provide policymakers, teachers, and researchers with useful evidence for improving programs, enhancing professional development, and promoting digital transformation in general education.