How to support pre-service teachers’ conceptual understanding using hyperthermia as STEM context: a case study in sciences education department Universitas Sriwijaya

Abstract

This study aims to identify teachers’ conceptual understanding in science content using hyperthermia context. The hyperthermia context is used as a pilot project to develop STEM in Mathematics and Science Education Department. This study is a descriptive study involving 42 freshman science pre-service from Biology, Physics and Chemistry Education. The instrument used is 8 essay questions on the context of hyperthermia but requires mastery of radiation, conduction, convection and evaporation on physics content, endothermic and exothermic content on the chemical content and the principle of homeostasis in biological content. From the results of this study obtained data that the pre-service science teacher students (Biology, physics and chemistry) have difficulty to connect issues of nuanced hyperthermia context to the content of physics, biology and chemistry because the prerequisite content that has been learned by the students has never been integrated in the context of hyperthermia, but even thought they have difficulty on it, the hyperthermia have a potential to grow intuitive skill.