Characterizing biology teachers’ practices in developing secondary school students’ scientific explanation

The development of scientific explanation (hereafter SE) plays an important role in the contemporary education as it help learners acquire 21th century skills (e.g., problem-solving and decision-making). While studies focusing on SE has been globally gathered much of interest, we still know little a...

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Bibliographic Details
Main Authors: Ferosa, F. N., Ramli, M., Sugiharto, B.
Format: Conference Proceeding
Language:English
Subjects:
Biology
Decision making
Inclusions
Learning
Students
Teachers
Online Access:Get full text
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Summary:The development of scientific explanation (hereafter SE) plays an important role in the contemporary education as it help learners acquire 21th century skills (e.g., problem-solving and decision-making). While studies focusing on SE has been globally gathered much of interest, we still know little about such a study taking place in the Indonesian context. In order to fill the literature gap, the present study attempts to depict the characteristics of secondary biology teachers’ practices for developing students’ SE. By employing an online qualitative survey, we investigated seven biology secondary school teachers. The characteristics of SE learning were elicited through open-ended questions on plant tissue materials. The data were analysed through two cycles of manual coding. The results of the analysis shows two major characteristics of teachers’ practices in developing students’ SE: (1) the explicit explanation of SE framework and; (2) the demonstration of SE through modelling. Based on the results, we call for the inclusions of pedagogical activities accommodating SE learning in the biology lesson.
ISSN:0094-243X
1551-7616
DOI:10.1063/5.0144301