The effectiveness of a cell program based on some standards of science education in biology pre-service teachers' acquisition of biological concepts and their attitudes towards teaching biological sciences (original) (raw)

Summery The present research has been geared to investigate both: 1. The effectiveness of a suggested program of cell biology based on some science education standards so as to help pre-service biology teachers acquire the required biological concepts and 2. The attitudes of these teachers towards teaching biology. Problem of Research: The problem of the research is identified through the following main question: What is the effectiveness of: 1. a suggested program of cell biology based on some science education standards in pre-service biology teachers' acquisition of biological concepts and 2. Their attitudes towards teaching biology? Sub questions of the problem: 1. What is the effectiveness of a suggested program of cell biology based on some science education standards in pre-service biology teachers' acquisition of biological concepts related to the cell biology topic? 2. What is the effectiveness of a suggested program of cell biology based on some science education standards in pre-service biology teachers' attitudes towards teaching biology? 3. What is the correlation relationship between pre-service biology teachers' acquisition of biological concepts related to the cell biology topic and their attitudes towards teaching biology? Significance of Research: The importance of the present research is crystallized in the following points: 1. Developing the present academic preparation program of pre-service biology teachers at Faculty of Education- Minia University. 2. Directing the attention of/curriculum developers to the most important science education standards that should be included in formulating the cell topic as a part of the academic preparation program of pre-service biology teachers. 3. Directing the attention of officials in charge to the importance of contemporary international trends in biology teachers' preparation programs. 4. Helping pre-service biology teachers understand the thesis topic and develop their attitudes towards teaching biology. 5. Preparing an instructional computer program dealing with the cell in order to assist in self learning for pre-service biology teachers. Tools: The tools prepared by the researcher are represented two treatment materials: 1. The experimental material, which included : A. A suggested program of cell biology. B. A Program guide. 2. The evaluating material, which was based on : A. An achievement test of biological concepts of cell biology. B. A Scale of attitudes towards teaching biology. The sample: The sample has been selected from among male and female students of the third and fourth year biology section at the Faculty of education- Minia University. It consisted of 25 students (males- females) picked up intentionally due to their previous cognitive background. Hypotheses: The present research aimed at validating the following hypotheses: 1. There no statistically significant difference between the score means of pre-service biology teachers (research sample) in the pre and post measurement of biological concept test. 2. There no statistically significant difference between the score means of pre-service biology teachers (research sample) in the pre and post measurement at the Scale of attitudes towards teaching biology. 3. There is a positive significant correlation between pre-service biology teachers' acquisition of biological concepts and their attitudes towards teaching biology in the post measurement. Procedures: 1. Getting familiar with the previous literature, references, international and local programs which dealt with science education standards in general and the standards of the content of the content of preparation program of biology teacher in particular. 2. Preparing the first draft of a list of science education standards – content standards- that should be included in the cell biology topic as a main part in biology teacher preparation program at the Faculty of education then taking the views of a panel of judges to get the last draft of the list in order to make of use this list as a tool for content analysis and in the preparing the suggested program. 3. Analysis of the content of the syllabus of plant anatomy and morphology which is taught to the first year, the syllabus of cell physiology and chemistry and the syllabus of cytology which are studied by third year student in light of the list of standard in order to test the availability of the standard in these syllabus. 4. Preparing a list of the most important biological concepts related to cell biology topic and identifying their significance in the light of the standards then showing this list to a panel of judge to revise it. 5. Preparing a list of the general behavioral objectives which are derived in light of the standards. The program aimed at achieving these goals. then taking the views of judges connecting this list. 6. Getting familiar with various books, references, specialized educational and scientific research in general and pre-service biology teachers academic preparation in particular. Also reading about methods of self learning , attitude towards teaching biology , some academic references related to cell biology in order to the content of the suggested program. 7. Building the suggested program of cell biology and identifying the activities and evaluation tools, in the light of the standards list. 8. Preparing a teacher's guide and taking the judges' views to ensure the validity of the program, activities, evaluation tools and the teacher guide for application. 9. Preparing a computer instructional program taking into consideration the judges' views about it to ensure its technical and instructional efficiency and validity. 10. Preparing a multiple choice achievement test on biological concepts included in the program and taking the judge views about it to ensure the accuracy and validity of its items which should fit in attaining the behavioral objectives and suit the learners' level. 11. Preparing the scale of attitudes towards teaching biology and present it to the judges' to ensure its linguistic and scientific accuracy and the stability of sentences for the main aspects of the scale and the learners' level. 12. Applying the pilot experiment in order to do the statistics items of the evaluation tools (biological concepts test - scale of attitudes towards teaching biology). And to also ensure the efficiency of the computer program to refine it from errors and difficulties. Then modifying the tools in light of the learners' views from Tuesday 6/3/2007 - Thursday 22/3/2007. 13. Selecting the research sample from the third and fourth year biology section students at Faculty of Education, Minia University. 14. The pre- measurement of the achievement test of biological concepts and scale of attitudes towards teaching biology. 15. Applying the suggested program of cell biology within the time of the suggested plan by using one experimental group from 26/3 - 3/5/2006. 16. The post measurement of the achievement test of biological concepts and scale of attitudes towards teaching biology. 17. Recording the sample scores and doing the statistical treatment to accept of rejects hypotheses then, discussing and interpreting the results. 18. Submitting the recommendation and suggested researches in the light of the given finding. Research finding: The present research has rereads to following: Applying the suggested program of cell biology based on some science education standards, which is taught by using computer for the research sample lead to: 1. Acquiring biological concepts related to cell biology topic. 2. Developing students' attitudes towards teaching biology. 3. There is a significant correlation acquisition of biological concepts and their attitudes towards teaching biology in the post measurement. Recommendations: In the light of the present research, the researcher recommends that: 1. The necessity of revising that: the content of academic preparation courses taught to pre-service biology teachers should be revised that copes with science education standards. 2. It is should be reviewed necessary that methods of teaching the academic courses in away that they should not be confined to traditional methods (the cortical explanation and lab). 3. Putting the goals and activities of the academic courses in away that helps the student to be a positive learner and makes him the main aspect of the instructional process, thus giving the students chance to express their opinions and discover all what is new in science. 4. Re-planning the program of biology teacher preparation in away that allows cognitive integration and keeps up with the requirements of science education standards and learning stages. 5. Focusing on cell biology courses, as cell biology represents the basis for these courses. It should be taught in the first year because it is the building block on which other courses depend. 6. Stressing the use of computer in teaching the academic courses for biology teachers. Suggested research: The present research suggests for further researcher the following points: 1. A similar research that deals with other biological concepts. 2. A similar research which to with cell biology by using other teaching strategies to know their effect on the same and other dependent variables. 3. A similar research using other dependent variables such as thinking methods, tendencies and attitudes towards computer. 4. A diagnostic research that evaluates the academic preparation of biology teacher as a whole in light of science education standards. 5. Comparing the effectiveness of using several strategies for teaching cell biology on the learners' attitude and their acquisition of biological concepts.