Analyzing scientific argumentation skills of biology education students in general biology courses

Abstract

Scientific argumentation is one of the most important components of scientific literacy. This was a descriptive research that aimed to describe the prior skill about quality of argumentation of 60 biology students who take the subjects of General Biology at Sriwijaya University. Assessment has been done through visual audio transcripts and written arguments. The argument quality assessment is determined Toulmin Argumentation Pattern (TAP) and based on Eduran categories of argument quality. The results showed that the quality of argumentation of students both written and oral were low, it can be seen from the highest aspect achived by students was claim aspect about 80% while the warrant, backing and rebuttal aspects did'nt reach 50%. This is also reinforced by the level of argument obtained by students who did not reach the fifth level. The most achievement of the level argumentation in the first and second level, that students still have difficulty to convey the results of his analysis both orally and writing. These findings can serve as a basis for further research on the use of strategies and development of teaching materials based on innovative teaching strategies that facilitate students to develop their scientific argumentation skills

selengkapnya dapat di akses pada link berikut :
https://iopscience.iop.org/article/10.1088/1742-6596/1166/1/012001

KEMAMPUAN SUBJECT SPECIFIC PEDAGOGY CALON GURU BIOLOGI PESERTA PROGRAM PENDIDIKAN PROFESIONAL GURU (PPG) YANG BERLATAR BELAKANG BASIC SAINS PRA DAN POST WORKSHOP

Abstract
This study aimed to describes the ability of prospective students Subject Specific Pedagogy biology teacher's who follow the Professional Teacher Education Program (PTEP) 2012-2013 armed consecutive approach. Preliminary results indicate that the ability of prospective students Subject Specific Pedagogy biology teacher who belongs to the pure Biology Basic Science program is minimal, it can be seen from the CoRes and Pap-eRs made ​​them before the workshop. After the workshop the first half of the obtained results that showed a pretty good improvement.

lengkapnya dapat di akses pada link berikut:
https://journal.unnes.ac.id/nju/index.php/jpii/article/view/2133

Kemampuan pedagogical content knowledge guru biologi yang berpengalaman dan yang belum berpengalaman

Abstrak.

Penelitian ini bertujuan untuk menggambarkan kemampuan Pedagogical Content Knowledge (PCK) guru biologi senior (mengajar> 20 th) dan guru junior (mengajar< 10 th). Penelitian ini merupakan penelitian studi kasus, partisipannya adalah dua orang guru biologi junior dan dua orang guru biologi senior. Kemampuan ini diukur dengan meminta guru membuat CoRes dan PaP-eRs pada materi transportasi zat yang dilanjutkan dengan teknik wawancara. Data dianalisis dengan teknik deskriptif kualitatif. Hasil analisis menunjukkan bahwa guru senior memunculkan tujuh konsep penting yang harus diajarkan sedangkan guru junior memunculkan antara delapan sampai 10 konsep. Guru senior lebih fokus pada konsep-konsep yang cenderung menimbulkan miskonsepsi dan pada bagian sulit dipahami oleh siswa seperti konsep difusi dan osmosis, serta pembelajaran lebih kepada penggunaan metode. Guru senior lebih fleksibel menggunakan strategi mengajar, disesuaikan dengan kondisi di lapangan dan keadaan siswa. Guru junior lebih fokus pada kedalaman materi dan model-model pembelajaran yang akan digunakan. Penggunaan strategi cenderung kurang fleksibel, lebih dikaitkan pada perencanaan yang sudah dibuat.

lengkapnya dapat di akses pada link berikut
http://journal.fpmipa.upi.edu/index.php/jpmipa/article/viewFile/426/331

Enhancing the prospective biology teachers' Pedagogical Content Knowledge (PCK) through a peer coaching based model

Abstract.

This paper presents the results of implementation Peer Coaching Based Model that was implemented in development and Packaging Learning Tool program aimed at developing a Pedagogical Content Knowledge prospective teachers’ capabilities. Development and Packaging Learning Tool is a training program that applies various knowledge, attitude, and skill of students in order to form professional teacher. A need assessment was conducted to identify prospective teachers’ professional needs, especially PCK ability. Tests, questionnaires, interviews, field notes and video recordings were used in this research. The result indicated that the ability of Prospective teachers’ PCK has increased. This can be shown from the NGain that  included in the medium category. This increase shows that there is integration of pedagogy and content; they have used varied strategies and can explain the reasons for its used. This means that the pattern belongs to the lower limit of the growing- PCK category. It is recommended to use peer coaching model during peer teaching.

selengkapnya dapat diakses melalui link berikut
https://iopscience.iop.org/article/10.1088/1742-6596/1022/1/012059

Revitalization of Teacher Character Through Pedagogical Content Knowledge

Abstract
Character education becomes a necessity because education not only makes students intelligent minds but also emotionally intelligent. Character formation in learners can only be done by teachers who character as well. The character teacher always strives and strives to develop the potential of her intelligence to improve the learning process in her classroom by integrating content, pedagogy and moral values. This integration is encapsulated in Pedagogical Content Knowledge (PCK). PCK is an integrated collection of knowledge, concepts, strategies, and values that teachers develop in teaching situations. The ability of PCK teachers and prospective teachers will progress, through the stages of PCK Pre, Growing PCK, and Maturing PCK. These developments are different for each individual, some are growing quite rapidly and some are not. Some of the factors that influence the development include the role of teachers or lecturers who provide inspiration for prospective teachers, the ability and internal motivation of teachers and prospective teachers, teacher assistance guardian and lecturers and the frequency of teaching. To facilitate the development of prospective teacher PCK’s, the teacher education model needs to be graded and structured in advance to provide experience to prospective teachers to interact and gain experience in school, IE by observation stage, preparing lesson plans with teachers, Co-teaching, and Real teaching.

Keywords: Character education, Pedagogical Content Knowledge, Pre PCK, Growing PCK, Maturing PCK

dapat diakses di: http://iiste.org/Journals/index.php/JEP/article/view/41612

Hypothetical Model to Developing Pedagogical Content Knowledge (PCK) Prospective Biology Teachers in Consecutive Approach

https://www.ijsr.net/archive/v3i12/U1VCMTQyNTU=.pdf

Abstract: PCK is the important knowledge to develop professional skills of teachers and prospective teachers. The aims of study is to describe development Pedagogical Content Knowledge (PCK) teacher biology candidates in education program through consecutive approach. The prospective teacher in a consecutive program participants Professional Teacher Education (PPG) biologists who are alumni S1 biology. The development of PCK investigated for one year through the matriculation stage, workshops, peer teaching, and practice teaching, by using longitudinal study. Data was measured by cores and papers and the result was interviewing. As additional data implementation of learning by teacher candidates are also observed. The data were obtained through Core and papers the material transport of substances, were analyzed by using qualitative and quantitative descriptive using Concurrent triangulation design). Capability of PCK prospective biology teacher gradually increased from time to time, from pre PCK becomes Growing PCK. From these results it can be determined that the model is effective to improve PCK prospective teachers, model of teacher education candidates need to be gradual and structured early experience to prospective teachers to interact and gain experience in a school, for example, with the observation stage, preparing lesson plans with the teachers, co-teaching, and real teaching Through early recognition since the beginning of the teacher candidate already has knowledge of the school and students as well as other matters related to the teacher's task.

Keywords: Biology Teacher Education, Pedagogical Content Knowledge (PCK), Education Teachers consecutive, Biology Teacher Candidates

HOW PEOPLE LEARN FRAME WORK AS A WAY TO ORGANIZE THINKING ??