Exploring the Implementation of Biology Teacher Education Curriculum Through Productive Pedagogy Framework

DOI

10.2991/icmsed-16.2017.34How to use a DOI?

Keywords

Productive pedagogy; Biology teacher education; The curriculum implementation

Abstract

This study aims to attain an insight to curriculum implemented by Biology teacher education program at one of teacher education university in Indonesia. Nine university teachers were involved as participants as well as ten students of each course. Data were gathered from three types of courses; Biology content course, Biology pedagogy course and capita select course. Descriptive method was used with the application of student questionnaire and interview toward lecturers for gathering data as well as course syllabus document. The data was analyzed quantitatively by using descriptive statistic and qualitatively. The results reveals that the content courses cover several aspects of productive pedagogy were implemented in the curriculum. Aspect number 11 and 12 exploring higher order thinking. 4 and 5 measures deep knowledge, 13 for knowledge as problematic and 14 for knowledge integration. Connectedness to the world was identified by aspect number 15. Problem based curriculum was identified by aspects number 16. In contrast, the aspects need to be improved are 6, 11 and 17 which stand for the use of text book, student's comprehension of higher order thinking and the use of project based learning. The curriculum implementation in Biology pedagogy course involve several productive pedagogy features which are higher order thinking skills, knowledge as problematic, connectedness to the world were involved during the course. On the other hand, productive pedagogies features which has not been covered are deep knowledge, knowledge integration and problem based curriculum. Whereas, the curriculum implementation in capita select course cover academic engagement, deep knowledge, deep understanding, knowledge as problematic, connectedness to real world, problem based curriculum and cooperative learning. Low productive pedagogy features occur for higher order thinking and knowledge integration.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ari Widodo
AU  - Rika R Agustin
PY  - 2017/01
DA  - 2017/01
TI  - Exploring the Implementation of Biology Teacher Education Curriculum Through Productive Pedagogy Framework
BT  - Proceedings of the 2016 International Conference on Mathematics and Science Education
PB  - Atlantis Press
SP  - 154
EP  - 158
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmsed-16.2017.34
DO  - 10.2991/icmsed-16.2017.34
ID  - Widodo2017/01
ER  -