Abstract
This study is a descriptive study that aims to explain the type of reasoning of biology prospective teachers on controversial issues of the theory of evolution. As much 26 prospective biology teachers at the Mandalika University of Education as participants. All participants are students who regularly program evolution courses in even semesters (2020/2021). A total of 3 open-ended question based on socioscientific issues (SSI) were used to obtain information about the type of reasoning of biology prospective teachers. The data analysis process was carried out descriptively, and based on the results of the study, that the type of reasoning of prospective biology teacher students was dominated by the type of reasoning based on religious beliefs and intuitive reasoning. These results indicate that the student biology prospective teachers not only conflict between religious beliefs and the theory of evolution, but also do not understand the concepts on the theory of evolution. Referring to the results of this study, further research is recommended to examine the acceptance or understanding, and beliefs of teachers, both in middle and high schools on the theory of evolution.
Highlights
National Research Council; Ruiz-Primo; Schunn and Anderson, stated that the main goal in higher education is to improve students' conceptual understanding and mastery of general skills, and scientific reasoning is one of these general skills (Ding, Wei, & Mollohan, 2014)
Based on the description above, in this study, the reasoning patterns of prospective teachers are classified into three categories
If we pay attention to the type of reasoning of prospective biology teacher students as shown on the Table 1, which reasoning is dominated by reasoning based on religious beliefs and intuitive reasoning
Summary
National Research Council; Ruiz-Primo; Schunn and Anderson, stated that the main goal in higher education is to improve students' conceptual understanding and mastery of general skills, and scientific reasoning is one of these general skills (Ding, Wei, & Mollohan, 2014). Bell and Lederman stated that biology students who used socio scientific issues (SSI) had higher levels of scientific reasoning (Saad et al, 2017). Antolin and Herbers stated that one of the factors related to students' understanding of the concept of evolution is that most students have a religious tendency towards scientific theories (Bickmore et al, 2009), and reasoning about biological evolution is based on intuitive thinking or scientific reasoning (Cheryl-To, Tenenbaum, & Hogh, 2017). Based on the description above, in this study, the reasoning patterns of prospective teachers are classified into three categories (reasoning based on religious beliefs, intuitive reasoning, and scientific reasoning). A total of 3 open-ended questions based on socio-scientific issues (SSI) were used to obtain data on the type of reasoning of biology prospective teachers. The data were analyzed based on the response or reasoning given by the respondents, whether reasoning based on religious beliefs, intuitive thinking, or scientific reasoning
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