Obstacles of Biology Student Teachers during the Course of Biology Learning Strategies and Its Solution

BOWO SUGIHARTO, ALOYSIUS DURAN COREBIMA, HERAWATI SUSILO, IBROHIM IBROHIM

Abstract

Biology Learning Strategy (BLS) is an important course that constitutes the competence of biology student teachers, especially pedagogy competence. This study aims to describe the learning strategy of the biology teacher candidates, problems they encountered, and the chosen learning solution in BLS course. This explorative survey was conducted in March-April 2016. The study involved 176 participants. The participants were students of 4th semester biology student teachers who took BLS course. The data were collected by using a semi-open and open questionnaire. The analysis of the data was qualitative data analysis model of Miles and Huberman which includes data reduction, data presentation, and drawing conclusions and verification. The study concludes that the percentage of the way the students learned BLS by understanding is 53.4%, memorizing and understanding is 36.9%, memorizing only is 5.7%, and the other is 7%. Problems experienced by the students in learning BLS include discomfort during a rowdy class, lack of ability to understand, lack of confidence to perform, lack of ability to choose a strategy or apply the materials in the practice, as well as the difficulty to memorize. The way to overcome the problems in learning BLS is quite various and it can be classified into four categories namely changing learning strategies, increasing the intensity of learning, improving motivation, and increasing the frequency of exercise.

Keywords

biology learning strategy subject; learning strategy; learning problems; learning solution

Full Text:

PDF

References

Airiasian, P., W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J, & Wittrock, M., C. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Outcomes: Abridge Edition. (L. W. Anderson & D. R. Krathwohl, Ed.). New York: Longman.

Backer, L. D., Keer, H. V., & Valcke, M. (2011). Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students’ Metacognitive Knowledge and Regulation. Instructional Science, 40(3), 559–588. http://doi.org/10.1007/s11251-011-9190-5

Bangun, D. (2008). Hubungan persepsi siswa tentang perhatian orang tua, kelengkapan fasilitas belajar, dan penggunaan waktu belajar di rumah dengan prestasi belajar ekonomi. Jurnal Ekonomi & Pendidikan, 5(1), 74–94.

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of educational psychology, 83(3), 405.

Cai, J., & Wang, T. (2009). Conceptions of effective mathematics teaching within a cultural context: perspectives of teachers from China and the United States - Springer, 13, 265–287. http://doi.org/10.1007/s10857-009-9132-1

Çardak, Ç. S., & Selvi, K. (2016). Increasing Teacher Candidates’ Ways of Interaction and Levels of Learning Through Action Research in a Blended Course. Computers in Human Behavior, 61, 488–506. http://doi.org/10.1016/j.chb.2016.03.055

Gibney, A., Moore, N., Murphy, F., & O’Sullivan, S. (2010). The first semester of university life; “will I be able to manage it at all?” Higher Education, 62(3), 351–366. http://doi.org/10.1007/s10734-010-9392-9

Halim, L., Abdullah, S. I. S. S., & Meerah, T. S. M. (2013). Students’ Perceptions of Their Science Teachers’ Pedagogical Content Knowledge. Journal of Science Education and Technology, 23(2), 227–237. http://doi.org/10.1007/s10956-013-9484-2

Horsthemke, K. (2012). Claudia W. Ruitenberg and D. C. Phillips (eds.): Education, Culture and Epistemological Diversity—Mapping a Disputed Terrain. Science & Education, 22(3), 709–716. http://doi.org/10.1007/s11191-012-9509-x

Hsieh, T.-L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417–433. http://doi.org/10.1007/s10734-014-9720-6

Huang, Y.-M., & Huang, Y.-M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691–708. http://doi.org/10.1007/s11423-015-9382-9

Karlen, Y., Merki, K. M., & Ramseier, E. (2014). The Effect of Individual Differences in The Development of Metacognitive Strategy Knowledge. Instructional Science, 42(5), 777–794. http://doi.org/10.1007/s11251-014-9314-9

Kikas, E., & Jõgi, A.-L. (2015). Assessment of learning strategies: self-report questionnaire or learning task. European Journal of Psychology of Education, 1–15. http://doi.org/10.1007/s10212-015-0276-3

Kinshuk, Liu, T.-C., & Graf, S. (2009). Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles. Educational Technology Research and Development, 57(6), 739–752. http://doi.org/10.1007/s11423-009-9116-y

Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory into Practice, 41(4), 212–218.

Kurt, T. (2016). Michelle D. Miller: Minds online: teaching effectively with technology | SpringerLink. Higher Education.

Lee, S. W.-Y., & Tsai, C.-C. (2010). Identifying patterns of collaborative knowledge exploration in online asynchronous discussions. Instructional Science, 39(3), 321–347. http://doi.org/10.1007/s11251-010-9131-8

Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students’ time management: Correlations with academic performance and stress. Journal of educational psychology, 82(4), 760.

Madden, L., & Wiebe, E. N. (2013). Curriculum as Experienced by Students: How Teacher Identity Shapes Science Notebook Use. Research in Science Education, 43(6), 2567–2592. http://doi.org/10.1007/s11165-013-9376-8

Malmberg, J., Järvenoja, H., & Järvelä, S. (2013). Patterns in elementary school students′ strategic actions in varying learning situations. Instructional Science, 41(5), 933–954. http://doi.org/10.1007/s11251-012-9262-1

Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of educational psychology, 94(2), 249–259.

Nguyen, T. D., Shultz, C. J., & Westbrook, M. D. (2011). Psychological Hardiness in Learning and Quality of College Life of Business Students: Evidence from Vietnam. Journal of Happiness Studies, 13(6), 1091–1103. http://doi.org/10.1007/s10902-011-9308-0

Pritchard, A. (2009). Ways of learning: Learning theories and learning styles in the classroom. London: Routledge.

Ramburuth, P., & McCormick, J. (2001). Learning diversity in higher education: A comparative study of Asian international and Australian students - Springer. Higher Education, 42(3), 333–350.

Sun, J. C.-Y., Syu, Y.-R., & Lin, Y.-Y. (2016). Effects of conformity and learning anxiety on intrinsic and extrinsic motivation: the case of Facebook course groups. Universal Access in the Information Society, 1–16. http://doi.org/10.1007/s10209-016-0456-1

Tam, F. W. (2008). Sufficient conditions for sustainable instructional changes in the classroom: The case of Hong Kong. Journal of Educational Change, 10(4), 315. http://doi.org/10.1007/s10833-008-9091-9

Trueman, M., & Hartley, J. (1996). A comparison between the time-management skills and academic performance of mature and traditional-entry university students. Higher Education, 32(2), 199–215. http://doi.org/10.1007/BF00138396

Tze, V. M. C., Daniels, L. M., & Klassen, R. M. (2015). Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis. Educational Psychology Review, 28(1), 119–144. http://doi.org/10.1007/s10648-015-9301-y

Virtanen, V., & Lindblom-Ylänne, S. (2009). University students’ and teachers’ conceptions of teaching and learning in the biosciences. Instructional Science, 38(4), 355–370. http://doi.org/10.1007/s11251-008-9088-z

Werdayanti, A. (2008). Pengaruh Kompetensi Guru dalam Proses Belajar Mengajar di Kelas dan Fasilitas Guru Terhadap Motivasi Belajar Siswa. Dinamika Pendidikan, 3(1), 79–92

Refbacks

  • There are currently no refbacks.