Application of Genetic Problem Base Online Discussion to Improve Genetic Literacy of Prospective Teachers

Autor/inn/en	Maryuningsih, Yuyun; Hidayat, Topik; Riand, R.; Rustaman, Nuryani Y.
Titel	Application of Genetic Problem Base Online Discussion to Improve Genetic Literacy of Prospective Teachers
Quelle	In: Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 8 (2022) 1, S.65-76 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2442-3750
Schlagwörter	Genetics; Scientific Literacy; Problem Based Learning; Teaching Methods; Science Instruction; Computer Mediated Communication; Comparative Analysis; Pretests Posttests; Molecular Structure; Multiple Choice Tests; Science Tests; Preservice Teachers; Teacher Education Programs; Biology; Computer Software; Discussion (Teaching Technique); Undergraduate Students; Science Teachers; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Humangenetik; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computerkonferenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Indonesien
Abstract	Genetics is a subject that is quite difficult according to students. Various strategies and methods are used to understand genetics in learning to have genetic literacy. One way of increasing genetic literacy in students is to apply genetic problems based on an online discussion in genetics lectures. The research was conducted to determine the effect of genetic problem-based online discussion on increasing students' genetic literacy. The research design used a pre-posttest control group design. It was carried out experimentally on three treatment groups: the genetic problem base of students, the genetic problem base of educators--students, and the genetic problem base of educators. According to the genetic literacy domain, genetic literacy is measured through multiple-choice tests, including genetic models, meiotic models, and molecular models. Manova analyzed the value of gene literacy, and a post-doc further test was performed to differentiate genetic literacy in the three treatment groups. The results showed that genetic literacy increased in all treatment groups, with the highest increase in the group that applied a genetic problem base focused on student problems. (As Provided).
Anmerkungen	Department of Biology Education, University of Muhammadiyah Malang. Jl. Raya Tlogomas 246 Malang, East Java, Indonesia 65144. Tel: +62-341-464318 ext 120; e-mail: jpbi@umm.ac.id; e-mail: journal.educationalbiology@gmail.com; Web site: https://ejournal.umm.ac.id/index.php/jpbi/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01