The critical thinking skills of biology teacher candidates toward the ethical issues

Authors

  • Yuyun Maryuningsih Department of Biology Education, Faculty of Education and Teacher Training, IAIN Syekh Nurjati Cirebon, Jl Perjuangan By Pass Sunyaragi, Cirebon, West Java 45132 http://orcid.org/0000-0001-9715-5938
  • Topik Hidayat Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154 http://orcid.org/0000-0002-4589-8059
  • R. Riandi Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154 http://orcid.org/0000-0003-4187-7338
  • Nuryani Y. Rustaman Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154 http://orcid.org/0000-0003-1956-9494

DOI:

https://doi.org/10.22219/jpbi.v6i1.10779

Keywords:

critical thinking skills, ethical issues, genetics, online discussion

Abstract

The critical thinking skills are needed by biology teacher candidates to deal with the nowadays ethical issues arisen among society. The aim of this research was to observe the critical thinking skills of biology teacher candidates toward the ethical issues especially in genetic field through online discussion. The subjects of this experimental research were 104 biology teacher candidates who took the Genetics Course in an institution in West Java.  The subject were devided into three groups consisted of two experimental groups and one control group which conducted online discussion by using Gen-21cs application. The experimental groups discussed the topics given by the both instructor and students, while the control group only discussed the topics given by the instructor. The topics discussed were cell cloning, Genetically Engineered Products, stemcell and inbreeding. The online discussions have been done for four weeks. The biology teacher candidate responses were measured using the critica thinking measurement developed by Facione.The critical thinking scores gained were analyzed using descriptive statistic in term of mean. The results showed that the critical thinking skills of the biology teacher candidates tended to increase in each discussion sessions. Online discussion can be used to ensure the other thinking skills.

Downloads

Download data is not yet available.

Author Biographies

Yuyun Maryuningsih, Department of Biology Education, Faculty of Education and Teacher Training, IAIN Syekh Nurjati Cirebon, Jl Perjuangan By Pass Sunyaragi, Cirebon, West Java 45132

Topik Hidayat, Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154

R. Riandi, Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154

Nuryani Y. Rustaman, Science Education, School of Post Graduates, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No.229, Bandung city, West Java 40154

References

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. doi: https://doi.org/10.1111/j.1467-8535.2009.01029.x

Anderson, M. R., Miller, L., Wickramaratne, P., Svob, C., Odgerel, Z., Zhao, R., & Weissman, M. M. (2017). Genetic correlates of spirituality/religion and depression: A study in offspring and grandchildren at high and low familial risk for depression. Spirituality in Clinical Practice, 4(1), 43–63. doi: https://doi.org/10.1037/scp0000125

Barnes, M. E., Elser, J., & Brownell, S. E. (2017). Impact of a short evolution module on students’ perceived conflict between religion and evolution. The American Biology Teacher, 79(2), 104–111. doi: https://doi.org/10.1525/abt.2017.79.2.104

Boerwinkel, D. J., Yarden, A., & Waarlo, A. J. (2017). Reaching a consensus on the definition of genetic literacy that is required from a twenty-first-century citizen. Science & Education, 26(10), 1087–1114. doi: https://doi.org/10.1007/s11191-017-9934-y

Brown, L. (2014). Constructivist learning environments and defining the online learning community. I-Manager’s Journal on School Educational Technology, 9(4), 1–6. doi: https://doi.org/10.26634/jsch.9.4.2704

Burian, R. M. (2013). On gene concepts and teaching genetics: Episodes from classical genetics. Science & Education, 22(2), 325–344. doi: https://doi.org/10.1007/s11191-011-9367-y

Cantor, A., Hippman, C., Hercher, L., & Austin, J. C. (2019). Genetic counseling students’ experiences with mental illness during training: An exploratory study. Journal of American College Health, 67(4), 348–356. doi: https://doi.org/10.1080/07448481.2018.1481076

Cebesoy, & Oztekin, C. (2018). Genetics literacy: Insights from science teachers’ knowledge, attitude, and teaching perceptions. International Journal of Science and Mathematics Education, 16(7), 1247–1268. doi: https://doi.org/10.1007/s10763-017-9840-4

Cebesoy, & Tekkaya, C. (2012). Pre-service science teachers’ genetic literacy level and attitudes towards genetics. Procedia - Social and Behavioral Sciences, 31, 56–60. doi: https://doi.org/10.1016/j.sbspro.2011.12.016

Chattopadhyay, A. (2005). Understanding of genetic information in higher secondary students in northeast India and the implications for genetics education. Cell Biology Education, 4(1), 97–104. doi: https://doi.org/10.1187/cbe.04-06-0042

Chowning, J. T., Griswold, J. C., Kovarik, D. N., & Collins, L. J. (2012). Fostering critical thinking, reasoning, and argumentation skills through bioethics education. PLoS ONE, 7(5), e36791. doi: https://doi.org/10.1371/journal.pone.0036791

Concannon, J. P., Siegel, M. A., Halverson, K., & Freyermuth, S. (2010). College students’ conceptions of stem cells, stem cell research, and cloning. Journal of Science Education and Technology, 19(2), 177–186. doi: https://doi.org/10.1007/s10956-009-9190-2

Cooling, T. (2012). What is a controversial issue? Implications for the treatment of religious beliefs in education. Journal of Beliefs & Values, 33(2), 169–181. doi: https://doi.org/10.1080/13617672.2012.694060

Cush, D., & Robinson, C. (2014). Developments in religious studies: towards a dialogue with religious education. British Journal of Religious Education, 36(1), 4–17. doi: https://doi.org/10.1080/01416200.2013.830960

Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Retrieved from https://philarchive.org/archive/FACCTA

Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment. Insight assessment. Retrieved from https://www.kritischdenkenhbo.nl/files/uploads/2019/1566550466789-what & why critical thinking, update 2015.pdf

Fink, R. D. (2002). Cloning, stem cells, and the current national debate: Incorporating ethics into a large introductory biology course. Cell Biology Education, 1(4), 132–144. doi: https://doi.org/10.1187/cbe.02-07-0023

Freidenreich, H. B., Duncan, R. G., & Shea, N. (2011). Exploring middle school students’ understanding of three conceptual models in genetics. International Journal of Science Education, 33(17), 2323–2349. doi: https://doi.org/10.1080/09500693.2010.536997

Gericke, N., Carver, R., Castéra, J., Evangelista, N. A. M., Marre, C. C., & El-Hani, C. N. (2017). Exploring relationships among belief in genetic determinism, genetics knowledge, and social factors. Science & Education, 26(10), 1223–1259. doi: https://doi.org/10.1007/s11191-017-9950-y

Gottheiner, D. M., & Siegel, M. A. (2012). Experienced middle school science teachers’ assessment literacy: Investigating knowledge of students’ conceptions in genetics and ways to shape instruction. Journal of Science Teacher Education, 23(5), 531–557. doi: https://doi.org/10.1007/s10972-012-9278-z

Grine, F., Bensaid, B., Nor, M. R. M., & Ladjal, T. (2013). Sustainability in multi-religious societies: An Islamic perspective. Journal of Beliefs & Values, 34(1), 72–86. doi: https://doi.org/10.1080/13617672.2013.759363

Haskel-Ittah, M., & Yarden, A. (2018). Students’ conception of genetic phenomena and its effect on their ability to understand the underlying mechanism. CBE—Life Sciences Education, 17(3), 1–9. https://doi.org/10.1187/cbe.18-01-0014

Haukenes, A. (2004). Perceived health risks and perceptions of expert consensus in modern food society. Journal of Risk Research, 7(7–8), 759–774. doi: https://doi.org/10.1080/13669870210166194

Kendal, S., Kirk, S., Elvey, R., Catchpole, R., & Pryjmachuk, S. (2017). How a moderated online discussion forum facilitates support for young people with eating disorders. Health Expectations, 20(1), 98–111. doi: https://doi.org/10.1111/hex.12439

Luterbach, K. J., & Brown, C. (2011). Education for the 21st century. International Journal of Applied Educational Studies, 11(1), 14–32. Retrieved from https://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=1996773X&asa=Y&AN=66582812&h=DloVpvhQwwTNqJbaYg7xWOK1i8V%2FLsnL1GFjI1SZV%2FG30nvf3R4ZjSofiTYug7f9Z%2BsgmHAOrv%2FI%2FL1sYi2Cng%3D%3D&crl=c&resultNs=AdminWebAuth

Mangahas, A. M. E. (2017). Perceptions of high school biology teachers in christian schools on relationships between religious beliefs and teaching evolution. Journal of Research on Christian Education, 26(1), 24–43. doi: https://doi.org/10.1080/10656219.2017.1282902

Mansour, N. (2010). Science teachers’ interpretations of Islamic culture related to science education versus the Islamic epistemology and ontology of science. Cultural Studies of Science Education, 5(1), 127–140. doi: https://doi.org/10.1007/s11422-009-9214-5

Maryuningsih, Y., Hidayat, T., Riandi, R., & Rustaman, N. (2019). Developing Gen-21cs on smartphone to cultivate the 21st-century skills on biology teacher candidates. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 415–424. doi: https://doi.org/10.22219/jpbi.v5i3.9714

Muchnik, P. (2018). Clipping our dogmatic wings: The role of religion’s Parerga in our moral education. Educational Philosophy and Theory, 51(13), 1381–1391. doi: https://doi.org/10.1080/00131857.2018.1516139

Nie, F. (2019). Religion and youth educational aspirations: A multilevel approach. Journal of Beliefs & Values, 40(1), 88–103. doi: https://doi.org/10.1080/13617672.2018.1488481

Podoprigora, R. (2018). School and religion in Kazakhstan: No choice for believers. Journal of School Choice, 12(4), 588–604. doi: https://doi.org/10.1080/15582159.2018.1524425

Salehudin, S. N. ., & Iksan, Z. . (2017). Integration of tauhid (faith) element in biology education. Journal Of Educational Science, 1(1), 11–23. Retrieved from https://pdfs.semanticscholar.org/d3ce/4c1b1412f63bb2b96861888395a7471aef3d.pdf

Scheitle, C. P., & Ecklund, E. H. (2017). Recommending a child enter a STEM career. Journal of Career Development, 44(3), 251–265. doi: https://doi.org/10.1177/0894845316646879

Scully, J. L., Banks, S., Song, R., & Haq, J. (2017). Experiences of faith group members using new reproductive and genetic technologies: A qualitative interview study. Human Fertility, 20(1), 22–29. doi: https://doi.org/10.1080/14647273.2016.1243816

Shalev-Shwartz, S. (2011). Online learning and online convex optimization. Foundations and Trends® in Machine Learning, 4(2), 107–194. doi: https://doi.org/10.1561/2200000018

Stern, F., & Kampourakis, K. (2017). Teaching for genetics literacy in the post-genomic era. Studies in Science Education, 53(2), 193–225. doi: https://doi.org/10.1080/03057267.2017.1392731

Sun, Z., Lin, C.-H., Wu, M., Zhou, J., & Luo, L. (2018). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261. doi: https://doi.org/10.1111/bjet.12571

Swart, R. (2017). Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study. Nurse Education in Practice, 23, 30–39. doi: https://doi.org/10.1016/j.nepr.2017.02.003

Todd, A., & Kenyon, L. (2013). Using learning progressions to map high school student understandings of molecular genetics. Retrieved from https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1011&context=med_education

Todd, A., & Romine, W. L. (2017). Empirical validation of a modern genetics progression web for college biology students. International Journal of Science Education, 39(4), 488–505. doi: https://doi.org/10.1080/09500693.2017.1296207

Tucker, J. P., YoungGonzaga, S., & Krause, J. (2014). A proposed model for authenticating knowledge transfer in online discussion forums. International Journal of Higher Education, 3(2), 106–119. doi: https://doi.org/10.5430/ijhe.v3n2p106

Uijl, S., Filius, R., & Ten Cate, O. (2017). Student interaction in small private online courses. Medical Science Educator, 27(2), 237–242. doi: https://doi.org/10.1007/s40670-017-0380-x

Van Huyssteen, J. W. (2017). Lecture three: From empathy to embodied faith: Interdisciplinary perspectives on the evolution of religion. HTS Theological Studies, 73(3), 1–11. doi: https://doi.org/10.4102/hts.v73i3.4488

Wang, C. (2013). Fostering critical religious thinking in multicultural education for teacher education. Journal of Beliefs & Values, 34(2), 152–164. doi: https://doi.org/10.1080/13617672.2013.802127

Downloads

Published

2020-03-31

Issue

Vol. 6 No. 1 (2020): MARCH

Section

21st Century Skills

License

Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:

  1. For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.