Development and Validation of Research Skills Instruments for Pre-service Biology Teachers
Participatory Educational Research,
Год журнала:
2025,
Номер
12(2), С. 75 - 96
Опубликована: Март 4, 2025
Research
skills
are
essential
for
navigating
the
demands
of
21st
century,
as
they
allow
students
to
become
accustomed
doing
critical
analysis
in
a
productive
context
uncover
knowledge
and
solutions
boost
their
future
career
prospects.
However,
there
still
relatively
few
studies
that
develop
research
instruments.
This
study
aims
fill
gap
by
developing
validating
We
developed
validated
instrument
using
expert
ratings
biology
education
surveys.
The
survey
was
conducted
on
408
respondents,
namely
pre-service
teachers.
Data
were
analyzed
through
descriptive
analysis,
Exploratory
Factor
Analysis
(EFA),
followed
Confirmatory
(CFA)
calculated
validate
confirm
final
dimensions
newly
instrument.
series
produces
22
statement
items
with
four
dimensions,
Embark
&
Clarify
(EmC),
composed
seven
items;
Find
Manage
(FM),
consisting
six
Identify
Generate
(IG),
Evaluate
Communicate
(EvC)
five
items.
CFA
results
match
proposed
model
observational
data.
indicate
dimension
best
describes
students’
is
Communicate.
has
an
adequate
internal
consistency
value,
indicating
it
can
be
used
assess
student
skills.
recommends
evaluate
students'
produce
graduates
scientific
Язык: Английский
Teacher Role and Domain of Expertise in the 21st Century: Evidence from Preservice Biology Teacher
Jurnal Pendidikan Sains Indonesia,
Год журнала:
2024,
Номер
12(2), С. 279 - 293
Опубликована: Апрель 8, 2024
This
research
focuses
on
biology
education
students'
perspectives
regarding
teacher
roles
and
domains
of
expertise
in
the
21st
century
identified
from
micro
teaching
courses.
The
aimed
this
study
was
to
describe
types
that
emerge
practice
courses
identify
based
perceptions
prospective
students
while
attending
method
is
a
qualitative
lesson
framework.
instruments
used
questionnaires,
interviews,
observation
learning
process.
results
show
there
are
weaknesses
domain
needed
century,
which
consists
mastery
content/material,
technology
pedagogy.
Suggestions
for
further
good
cooperation
between
universities
partners
schools
by
forming
communities
(LSLC).
LSLC
can
develop
competencies
students,
especially
those
related
pedagogical,
technological,
concept
an
ongoing
basis
Язык: Английский
Theoretical frameworks of self-efficacy in collaborative science learning practices: A systematic literature review
JPBI (Jurnal Pendidikan Biologi Indonesia),
Год журнала:
2024,
Номер
10(2), С. 602 - 615
Опубликована: Июль 28, 2024
Theoretical
framework
is
one
of
the
main
parts
research
paper,
so
that
researchers
are
expected
to
be
able
determine
relevant
theory
underlies
their
research.
The
purpose
conducting
this
systematic
literature
review
(SLR)
theoretical
framework,
compare,
and
describe
various
frameworks
in
an
investigative
manner
on
theme
self-efficacy
collaborative
science
learning
publications
Scopus
indexed
journals
last
ten
years.
In
regard,
we
used
phrase
"self-efficacy
learning"
disbursement
menu
database
found
711
articles.
There
were
63
articles
met
criteria
for
analysis.
inclusion
exclusion
model
PRISMA.
newly
discovered
aspects
consist
community
practice,
professional
community,
reflection,
which
as
a
result
development
change
instruction
constructed
from
recent
practices
literature.
Therefore,
can
considered
basis
developing
prospective
teachers
future.
review,
Язык: Английский
Does the Current Generation have Adequate Environmental Literacy? Case Study of Prospective Biology Teacher
Journal of Education Research and Evaluation,
Год журнала:
2024,
Номер
8(4), С. 682 - 692
Опубликована: Ноя. 25, 2024
From
an
environmental
literacy
perspective,
prospective
teachers
need
to
have
mastery
of
the
domains
knowledge,
attitudes,
cognitive
skills
and
behavior
in
teaching
practice.
This
research
aims
validate
biology
after
learning
micro
teaching.
The
measurement
instrument
used
is
Environmental
Literacy
Assessment
Micro
Teaching
(ELAMt)
form
questions
multiple
choices
a
questionnaire
with
4-point
Likert
scale.
was
given
30
experimental
control
classes.
uses
quasi-experimental
method
nonequivalent
pretest-posttest
group
design.
There
were
3
activities
carried
out,
namely
Focus
Group
Discussion
(FGD),
developing
instruments,
measurements.
results
show
that
practice
has
big
effect
on
increasing
teachers,
especially
domain
knowledge
skills.
On
other
hand,
training
not
been
able
significantly
increase
positive
attitudes
towards
environment.
So
far,
more
dominant
mastering
less
focused
affective
development
teachers.
integration
practices
implication
this
research.
Overall,
it
can
be
concluded
should
integrated
into
all
courses
so
ingrained
daily
lives
Язык: Английский