Investigation of Learning Outcomes in Biology Course Curriculum in Terms of Mental Skills
Investigation of Learning Outcomes in Biology Course Curriculum in Terms of Mental Skills
org
DOI: 10.13189/ujer.2018.061103
Department of Mathematics and Science Education, Education Faculty, Bayburt University, Turkey
Copyright©2018 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License
Abstract The purpose of this study is to examine the need to be developed so that the achievements in the
learning outcomes in the curriculum of Biology course in updated curriculum can be reached. Different researchers
terms of reflective thinking skills. It is a documentary classify thinking skills in different ways. Üstünoğlu [4]
qualitative research. The target area of the study is the distinguishes high-level thinking skills as critical thinking,
curriculum of the Biology course in secondary school level. creative thinking, analytical thinking, reflective thinking,
Biology course curriculum of grades 9-12 was included in and problem-solving.
the research without any sampling in the research. Data Among these skills, reflective thinking enables students
collection method of the research is document analysis, and to realize weaknesses and strengths [of their actions] by
data analysis method is content and document analysis. We giving them an in-depth thinking of remove brackets
find that the vast majority of the learning outcomes of the actions they performed are planning to perform, to figure
units and subject areas in the biology course curriculum are how they will make up deficiencies in their actions, as well
in the practical reflection level. While the learning as to understand their own and others’ learning and
outcomes of the biology course curriculum are determined, thinking processes by observing their efforts of making
mental skills need to be taken into account. sense [5]. To develop reflective thinking skills, it is first
necessary to understand the different levels of this thinking
Keywords Biology Course, Curriculum, Reflective skill. Although different models have been developed to
Thinking Skills determine reflective thinking levels, the most important
model for the classification of reflective thinking skills has
been developed by Max Van Manen [6]. The most
important feature of this model is that it reveals the
1. Introduction reflection levels very clearly [7]. Van Manen has
introduced three levels of reflection: technical, practical,
Technological developments in the production, use, and and critical. In the technical reflection, teachers or
transfer of scientific knowledge have led to many prospective teachers try to achieve the goals of the
innovations in Biology science. Especially with new curriculum without questioning the educational values of
developments in genetic engineering and biotechnology, the goals of the curriculum they are practicing. It focuses
biology has become a part of our daily life and this has only on educational knowledge and on the principles
increased the requirements for biology education [1]. In the necessary to achieve the identified goals [6]. In the
Biology Course Curriculum, the contribution of practical reflection, teachers or prospective teachers
Turkish-Islamic scientists to science, in particular, to the analyze student behaviors to understand whether they
role of biology in human life and science history, has been reached the goals, if reached how they are reached, if not
included. The development of knowledge, skills, why they have not been reached. They interpret the
competencies, and values of students in relation to the observable student behavior based on individual
interactions between science, technology, society, and perceptions [8]. The critical reflection takes into account
environment has been emphasized [2]. In this context, the social conditions to address value. Taking social conditions
Biology Course Curriculum is redesigned in a way to make into account requires that ethical values are also considered.
innovations and changes in the light of laws, theories, [9, 10, 11].
practices, and concepts of biology to provide more room It is not just that individuals can effectively learn
for applications such as research and questioning, using reflective thinking and effectively utilize these skills. In
information technology, establishing a relationship this regard, educational institutions play an important role
between biology and daily life, and creating social in developing reflective thinking skills [12, 13]. For this
awareness [3]. High-level thinking skills of the students reason, it is aimed to educate the students who are thinking,
2414 Investigation of Learning Outcomes in Biology Course Curriculum in Terms of Mental Skills
criticizing, producing, knowing how to reach the 2.1. Data Collection and Analysis
information, knowing how to identify the problems they
encounter and develop solutions for these problems, and The data in the survey were obtained by document
thus, curriculums to give the students the skills of thinking examination [17, 18]. Secondary data were used in the
are prepared in modern schools [14, 15]. From this point, research conducted. “Secondary data are information that
the units, subject areas, and learning outcomes in the other researchers have collected, unlike individuals who do
curriculum should be determined to improve the reflective the research”[16]. In the analysis of the research data,
thinking skills of the students. The aim of this study is to document analysis and content analysis were used. The
examine and discuss the learning outcomes of the biology content analysis consists of defining the goals, defining the
course curriculum in terms of reflective thinking skills. concepts, determining the units of analysis, locating the
data related to the subject, developing a logical structure,
determining the coding categories, counting, interpreting,
2. Method and writing the results [17]. The results obtained from the
analysis were evaluated with descriptive statistics such as
This study, which aims to examine the achievements in
frequency and graph. Coding reliability technique has been
biology curriculum in terms of reflective thinking skills, is
applied to determine the reliability of content analysis. The
a documentary research which is a qualitative method in
concordance between the coders is calculated with the
terms of data sources and data analysis. Written and visual
reliability coefficient with the formula [19]. After the
materials related to the research problem can be used for
coding reliability calculation, the agreement rate between
research if there is no possibility of direct observation and
the coders in the study was 85%.
interviewing in the analysis based on the document
analysis. With this method; the general trends, the subjects
that are studied or not studied in the subject area, and the
existence of alternative ideas become clearer [16]. 3. Findings
According to Çepni [16], document analysis is the process
In this study, which aims to examine the learning
of collecting the current records and documents related to
outcomes in biology course curriculum in terms of
the study to be performed and encoding and reviewing it
reflective thinking skills, a description has been made by
according to a certain norm or system. Document analysis
tabulating the learning outcomes separately and unit by
is also described as documentary observation or
unit with indicating the skill they are related with below.
documentary screening ".
Table 1. Evaluation of learning outcomes in the ninth-grade biology course curriculum in terms of Reflective Thinking Skills
All learning outcomes in the grade 9 biology course curriculum fall into the practical reflection area (Table 1). Practical
reflection can be defined as a reflection area where teachers or prospective teachers begin to take advantage of their
experience in teaching skills, to think about the problems they face and to find solutions. In this area teachers or
prospective teachers analyzes student behaviors to understand whether the goals are reached, if reached how they were
reached, if not why. Similar findings were also found in studies conducted by Bataineh, Karasnah, Barakat, and Bataineh
[20].
Universal Journal of Educational Research 6(11): 2413-2419, 2018 2415
Table 2. Evaluation of learning outcomes in the tenth-grade biology course curriculum in terms of Reflective Thinking Skills
There are a total of 17 different learning outcomes of different units in the curriculum. Many of the outcomes (n = 11, f
= 65) belong to the practical reflection. When the learning outcomes belonging to the practical reflections are examined, it
is seen that the outcomes are designed to put forward explanation and interpretation skills instead of a descriptive
sufficiency. Similarly, Hatton and Smith [10] found that prospective teachers have focused on the technical aspects of
teaching at the beginning of the developmental process of reflective thinking. Moreover, the critical reflection was also
determined in the curriculum (n = 6, f = 35). When we look at the learning outcomes in the critical reflection, it seems that
there are outcomes for inquiry, development of new suggestions, and making different evaluations. The learning
outcomes that have student-centered learning approaches encourage students to question and actively participate in the
classroom [21].
2416 Investigation of Learning Outcomes in Biology Course Curriculum in Terms of Mental Skills
Table 3. Evaluation of learning outcomes in the eleventh-grade biology course curriculum in terms of Reflective Thinking Skills
Digestive System Explains the disorders of the digestive system Practical Reflection
Makes inferences relevant to what needs to be done to protect the healthy
Critical Reflection
structure of the digestive system
Explains the structure, duty, and functioning of the circulation system Practical Reflection
Human
Explains the circulation of the lymph Practical Reflection
Physiology
Circulation System Explains the disorders of the circulation system Practical Reflection
Makes inferences relevant to what needs to be done to protect the healthy
Critical Reflection
structure of the circulation system
Explains immune varieties and natural defense mechanisms of the body Practical Reflection
Explains the transport of gas from alveoli to tissues and alveoli from
Practical Reflection
tissues
Respiratory Explains the structure, duty, and functioning of the respiratory system Practical Reflection
System Exemplifies respiratory system diseases Practical Reflection
Makes inferences relevant to what needs to be done to protect the healthy
Critical Reflection
structure of the respiratory system
Explains the structure, duty, and functioning of the urinary system Practical Reflection
Indicates the role of the kidneys in providing homeostasis Practical Reflection
Urinary System
Exemplifies urinary system disorders Practical Reflection
Makes inferences relevant to what needs to be done to protect the healthy
Critical Reflection
structure of the urinary system
Reproductive Explains the structure, duty, and functioning of the reproductive system Practical Reflection
System and Makes inferences relevant to what needs to be done to protect the healthy
Critical Reflection
Embryonic structure of reproductive system
Development Explains the embryonic development process in human Practical Reflection
Explains the factors that influence the structure of the community Practical Reflection
Explains the inter and intra-species competition in the communities with
Practical Reflection
Community Community examples
and Ecology Explains symbiotic relationships among species in the community with
Practical Reflection
Population examples.
Ecology Explains the succession in the communities with examples Practical Reflection
Population
Analyzes the factors affecting population dynamics Practical Reflection
Ecology
There are 34 different learning outcomes belonging to different units in the curriculum. Significant number of
outcomes (n = 27, f = 79) are in the practical reflection area. Learning outcomes for practical reflections are defined as
behaviors involving explanations and comments of students on the subject. These outcomes are determined to put the
student’s comments forward rather than expressing their behaviors simply and plainly. Learning outcomes that are
appropriate for critical reflection have been identified in this curriculum (n = 7, f = 21), although they are less than the
practical reflection. When the outcomes in the critical reflection area are examined, it has been determined that the
Universal Journal of Educational Research 6(11): 2413-2419, 2018 2417
behaviors of the students that are intended to make inferences about the subject is more focused rather than the behaviors
in a simple and plain degree. In putting the distinctive deductions into outcomes, it may be aimed to use the teaching
methods and materials that center the student [22].
Table 4. Evaluation of learning outcomes in the twelfth-grade biology course curriculum in terms of Reflective Thinking Skills
Plant Sexual Explains fertilizing, seeds, and fruit formation in flowering plants Practical Reflection
Reproduction Designs experiments that can observe seed germination Practical Reflection
Establishes a relationship between dormancy and germination Practical Reflection
Explains the effect of environmental conditions on the continuity of
Living Things Practical Reflection
Living Things and genetic changes
and
Environment Gives examples of artificial selection practices in agriculture and animal
Environment Practical Reflection
husbandry
There are 29 different learning outcomes belonging to from the students are rather outcomes based on inferences
different units in the curriculum. A significant number of and evaluations. In this context, it is mentioned in the top
outcomes (n=24, f=83) are in the practical reflection area. level of reflective thinking that Van Manen [6] calls critical
Learning outcomes for practical reflections are defined as reflection; he questions the moral, economic, social, and
behaviors involving explanations and comments of systemic influence of teaching practices [24].
students on the subject. Akay [23] states that Dewey’s
education approach is based on action and that students
learn with practical activities related to life. The critical 4. Results and Suggestions
reflection level is lower than that of the practical reflection
(n = 5, f = 17). When we look at learning outcomes in the In the examination of a total of 91 learning outcomes in
critical reflection area, it is seen that behaviors expected the biology course curriculum, the maximum learning
2418 Investigation of Learning Outcomes in Biology Course Curriculum in Terms of Mental Skills
outcomes are at 11th grade, while the fewest outcomes are Eğitim Dergisi, 331, 17-24.
in the 9th grade. The number of outcomes is increasing in [5] Ersözlü, Z. N. (2008). Yansıtıcı düşünmeyi geliştirici
direct proportion to the level of education. Meanwhile, the etkinliklerin ilköğretim 5. sınıf öğrencilerinin sosyal
maximum number of units and subject area is set at 12th bilgiler dersindeki akademik basarılarına ve tutumlarına
grade. The result is that most of the outcomes are at the etkisi [The impact of reflective thinking activities on the
practical reflection area. One of the remarkable results is academic achievement and attitudes of 5th grade primary
school students in Social Studies]. Unpublished doctoral
that none of the outcomes are at the technical reflection dissertation, Fırat University, Elazığ.
area. Whilst a large majority of the outcomes in the
practical reflection are directed at making “explanations” [6] Van Manen, M. (1977). Linking ways of knowing with
about the subject, almost all of the outcomes in the critical ways of being practical. Curriculum Inquiry, 6(3), 205-228.
reflection focus on “inferring and evaluating”. At the [7] Dervent, F. (2012). Yansıtıcı düşünmenin beden eğitimi
ninth-grade level, there is no outcome corresponding to the öğretmen adaylarının mesleki uygulamalarına etkisi [The
critical reflection level. In the remaining grades, a similar effect of reflective thinking on the professional practices of
number of critical reflection outcomes have been achieved. physical education prospective teachers]. Unpublished
doctoral dissertation, Marmara Üniversitesi, İstanbul.
In addition to the applications for the development of
reflective thinking skills in students, the learning outcome [8] Wilson, J. and Jan, W. L. (1993). Thinking for themselves
of subjects in the curriculum should also be determined in developing strategies for reflective learning. Australia:
such a way to enable students to develop their reflective Eleanor Curtain Publishing.
thinking skills. [9] Akbari, R., Behzadpoor, F., and Dadvand, B. (2010).
Pedagogical levels of students should be taken into Development of English language teaching reflection
consideration when organizing subjects in the curriculum. inventory. Science Direct System, 38, 211-227.
Furthermore, attention should be paid to the developmental [10] Hatton, N. and Smith, D. (1995). Reflection in teacher
state of mental skills in the sequencing of achievements. It education: towards definition and implementation.
is necessary for developing effective interpretations for Teaching and Teacher Education, 11(1), 33-49.
students to have experiences on subject organizing and [11] Hanton, S., Cropley B., and Lee S. (2009). Reflective
have learning outcomes appropriate to the practical practice, experience, and the interpretation of anxiety
reflections on these experiences. Large-scale project symptoms. Journal of Sports Sciences, 2(5), 517–533.
studies involving biology teachers, consultant lecturers,
[12] Demirören, M., Koşan, A. M. A., and Palaoğlu, Ö. (2009).
and coordinator teachers may be developed to integrate Bir öğrenme ve değerlendirme yöntemi olarak “portfolyo”
reflective thinking into biology course curriculums. [“Portfolio” as a method of learning and evaluation].
Studies can be done to improve reflective thinking of Ankara Üniversitesi Tıp Fakültesi Mecmuası, 62(1), 19-24.
instructors and researchers as well as students. Efforts to
[13] Pollard, A. (2005). Reflective teaching: evidence-informed
examine the learning outcomes in Biology curriculum in professional practice. New York: Continuum.
terms of thinking skills are not at the desired levels. These
studies need to reach the desired levels in terms of quantity [14] Balgalmıs, E. and Baloğlu, M. (2010). Eğitim
yöneticilerinin düsünme stilleri açısından çesitli
and quality for improvement of Biology curriculums. değiskenlere göre incelenmesi [Examination of education
administrators according to various variables in terms of
their thinking styles]. Hacetepe Üniversitesi Eğitim
Fakültesi Dergisi, 38, 01–10.
[15] Quinn, L., Pultorak, E., Young, M., and McCarthy, J.
REFERENCES (2010). Purposes and practises of reflectivity in teacher
development. E. G. Pultorak (Ed.), The purposes practises
[1] Bahar, M. (2003). Biyoloji eğitiminde kavram yanılgıları ve
and professionalism of teacher reflectivity. Maryland:
kavram değişim stratejileri [Misconceptions and conceptual
Rowmann and Littlefield Education.
change strategies in biology education]. Kuram ve
Uygulamada Eğitim Bilimleri, 3(1), 27-64. [16] Çepni, S. (2012). Araştırma ve proje çalışmalarına giriş
[Introduction to research and project studies]. Trabzon:
[2] Berkant, H. G. (2007). Biyolojik kültür ve biyolojik bilinç
Celepler Matbaacılık.
yoluyla biyolojik düşünme [Biological thinking through
biological culture and biological consciousness]. Çukurova [17] Merriam, S.B. (2013). Nitel araştırma-desen ve uygulama
Üniversitesi Eğitim Fakültesi Dergisi, 3(33), 1-6. için bir rehber-Oualitative research a guide to desing and
inplementation. (Selahattin Turan, Çev. Ed.), Ankara:
[3] MEB, (2018). Secondary School Biology Teaching Nobel yayınları.
Curriculum (9th, 10th, 11th, and 12th Grades)
http://mufredat.meb.gov.tr/Dosyalar/20182215535566Biyo [18] Yıldırım, A. and Şimşek, H. (2013). Nitel araştırma
loji%20döp.pdf achieved on July 2018. yöntemleri [Qualitative research methods]. Ankara: Seçkin
Yayınevi.
[4] Üstünoğlu, E. (2006). Üst düzey düşünme becerilerini
geliştirmede bilişsel soruların rolü [The role of cognitive [19] Miles, M. B. and Huberman, A. M. (2015). Nitel veri analizi
questions in improving high-level thinking skills]. Çağdaş [Qualitative data analysis] (1. Ed). (Çev. S. Akbaba Altun,
Universal Journal of Educational Research 6(11): 2413-2419, 2018 2419
& A. Ersoy, Ankara: Pegem akademi yayınları. Üniversitesi, Unpublished doctoral dissertation, Ankara.
[20] Bataineh ,R. F., El Karasneh ,M.S., Barakat ,A. A., and [23] Akay, C. (2005). Ortaöğretim İngilizce dersinde okuma ve
Bataineh, R. F. (2007). Jordanian pre-service teachers’ yazma becerilerinin kazandırılmasında oluşturmacılık
perceptions of the portfolio as a reflective learning tool. temelli sosyal etkileşim modelinin öğrenciler üzerindeki
Asia-Pacific Journal of Teacher Education, 35(4), 435– etkilerinin incelenmesi [Examining the effects of the
454. constructivist-based social interaction model on the
students in the acquisition of reading and writing skills in
[21] Senemoğlu, N. (2012). Gelişim, öğrenme ve öğretim
secondary school English lessons] Unpublished master’s
kuramdan uygulamaya [Development, learning and
thesis, Zonguldak Karaelmas University, Zonguldak
teaching from theory to practice] (21. edition), Ankara:
Pegem A Yayıncılık. [24] Ballard, K.K. (2006). Using Van Manen’s model to assess
[22] Erginel, S. Ş. (2006). Developing reflective teachers: a levels of reflectivity among preservice physical education
study on perception and improvement of reflection in teachers. Unpublished doctoral dissertation, Texas A and M
pre-service teacher education. Orta Doğu Teknik University.