Abstract
<p>Biology is a leading science and a foundation in everyday life for all people. Biology student teachers need to be equipped with biological literacy and critical thinking skills in order to teach biology in the future. This research is aimed at determining the effect of socio-biological case-based learning on biological literacy and critical thinking skills of biology student teachers compared with the traditional learning (lecture-based learning). Socio-biological case-based learning is a model of problem-based learning by placing biological cases as a problem to be explained and solved through a series of investigative activities. This research was a quasi-experimental conducted at the Department of Biology, Universitas Negeri Malang. The research samples were the first year students who programmed the General Biology course, consisting of 29 students as a control group and 33 students as experimental group. This research was conducted in September-December 2015. The data of biological literacy and critical thinking were collected from pre-test and post-test. The data were analyzed using ANCOVA test. The research showed that there was a significant difference of biological literacy and critical thinking skills between the students taught by using socio-biological case-based learning and those taught by using lecture-based learning. The research indicated that the socio-biological case-based learning could enhance the biological literacy and critical thinking skills of biology students teachers.</p>
Highlights
Students are more motivated to solve authentic problems and show the preference for learning activities through a process of thinking and working, rather than just learning by listening (Lombardi & Oblinger, 2007)
This research aims to examine the effect of socio-biological case-based learning in improving biological literacy and critical thinking skills of biology student teachers compared with lecture-based learning
The independent variables were teaching model consisting of socio-biological case-based learning (SocBioCBL) and lecture-based learning (LBL)
Summary
Students are more motivated to solve authentic problems and show the preference for learning activities through a process of thinking and working, rather than just learning by listening (Lombardi & Oblinger, 2007). A challenging, effective, and meaningful instructional approach for students in responding to the problems around them is to Teaching science is to give the experience of discovering science concepts through the scientific process, connecting the science with technological advances and their impact on environment and society (Mansour, 2009) not just about ensuring science education to produce the generation as an excellent scientist (Nurse, 2016). Science education should help people to have adequate knowledge so that they can make informed choices, engage in science development, make decisions on science issues and their impact on technology and society, and enrich the scientific knowledge needed to work in the era of knowledge-based economy (Umoren, 2007; Autieri et al, 2016)
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