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首页> 外文会议>International Conference on Mathematics and Science Education >EXPLORING THE IMPLEMENTATION OF BIOLOGY TEACHER EDUCATION CURRICULUM THROUGH PRODUCTIVE PEDAGOGY FRAMEWORK
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EXPLORING THE IMPLEMENTATION OF BIOLOGY TEACHER EDUCATION CURRICULUM THROUGH PRODUCTIVE PEDAGOGY FRAMEWORK

机译：通过生产教学框架探索生物学教师教育课程的实施

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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.
机译：本研究旨在达到在印度尼西亚教师教育大学之一的生物学教师教育计划所实施的课程。九所大学教师作为参与者以及每门课程的十名学生。数据从三种类型的课程中收集;生物学内容课程，生物学教育课程和人均选择课程。描述性方法与学生调查问卷的应用以及对讲师采访，用于收集数据以及课程教学大纲文件。通过使用描述性统计和定性地定量分析数据。结果表明，内容课程在课程中实施了生产性教育学的几个方面。探索高阶思维的方面11和12。 4和5测量深度知识，13表示知识为有问题和14个知识集成。通过方面的第15页确定了对世界的关联。基于问题的课程由方面16。相反，需要改进的方面是6,11和17，它代表使用教科书，学生对更高阶的理解基于项目的思考与使用。生物学教育课程中的课程实施涉及几个生产性教育学特征，这些特征是更高的秩序思维技能，知识是有问题的，在课程期间涉及到世界的关联。另一方面，尚未涵盖的生产教学功能是深度知识，知识集成和基于问题的课程。虽然，人均课程实施课程课程覆盖学术参与，深度知识，深度理解，知识，对现实世界的有问题，关联，基于问题的课程和合作学习。低级思想和知识集成的低生产教学特征。

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