Activating students’ prior knowledge of basic science concepts on animal and human system organ

  • Mochammad Ahied Natural Science Education, Faculty of Education, Universitas Trunojoyo, Indonesia
  • Aida Fikriyah Natural Science Education, Faculty of Education, Universitas Trunojoyo, Indonesia
  • Irsad Rosidi Natural Science Education, Faculty of Education, Universitas Trunojoyo, Indonesia
  • Laila Khamsatul Muharrami Natural Science Education, Faculty of Education, Universitas Trunojoyo, Indonesia
Keywords: Comprehension, Prior Knowledge, Science, System Organ

Abstract

This study aimed to analyze students' prior knowledge of basic science subjects, especially in organ systems concepts in animals and humans. This research was conducted on the lecture of Basic Science toward 46 students in Science Education class. Data were collected using a diagnostic test consisting of 12 essay questions in the first meeting before the learning process was implemented. Furthermore, findings obtained in this study were analyzed using quantitative descriptive method. Findings of the study indicated that students’prior knowledge reached a low level, with 4.8 on the average score. From out of 46 students in this study, six students reached high prior knowledge score. In contrast, 40 students reached below a high level. It can be concluded that students do not have great prior knowledge. It should be stimulated continually in every initial learning process to comprehend the new concepts during learning activities easily.

References

Azis, Y. M. (2013). The effectiveness of blended learning, prior knowledge to the understanding concept in economics. Educational Research International, 2(2), 106-116. Retrieved from http://erint.savap.org.pk/vol2n2.html

Bahtiar, B., & Dukomalamo, N. (2019). Basic science process skills of biology laboratory practice: improving through discovery learning. Biosfer: Jurnal Pendidikan Biologi, 12(1), 83-93. https://doi.org/10.21009/biosferjpb.v12n1.83-93

Bergman, E.M., de Bruin, A.B.H., Vorstenbosch, M.A.T.M. et al. (2015). Effects of learning content in context on knowledge acquisition and recall: A pretest-posttest control group design. BMC Medical Education, 15(1), 1–11. https://doi.org/10.1186/s12909-015-0416-0

Chen, Y.C., & Yang, F.-Y. (2017). Exploring the associations among spatial ability, prior knowledge and science learning achievement. Asian Conference of Education (ACE)

Costley, K. C., & West, H. G. (2012). Teaching practice: A perspective on inter-text and prior knowledge. STRATE Journal, 21(2), 21–25. Retrieved from https://files.eric.ed.gov/fulltext/EJ990632.pdf

Darmawan, E., Zubaidah, S., Ristanto, R. H., Zamzami, M. R. A., & Wahono, B. (2020). Simas Eric learning model (SELM): Enhance student’metacognitive skill based on the academic level. International Journal of Instruction, 13(4), 623-642. https://doi.org/10.29333/iji.2020.13439a

Diaz, K. V. L. (2017). Prior knowledge: Its role in learning. University of the Philippines Los Baños. https://doi.org/10.13140/rg.2.2.26816.69125

Drummond, K., & Murphey-Reyes, A. (2017). Quantitative research designs: Experimental, quasi-experimental, and descriptive. Jones & Bartlett Learning, 155–183. Retrieved from https://samples.jbpub.com/9781284101539/9781284101539_CH06_Drummond.pdf

Eddy, S. (2020). Recent research in science teaching and learning. CBE Life Sciences Education, 19, fe2. https://doi.org/10.1187/cbe.19-12-0277

Fatokun, K., & Omenesa, K.A. (2015). Effect of prior knowledge and classroom interactions on students’ achievement in chemistry. African Educational Research Journal, 3, 184-189. Retrieved from https://www.semanticscholar.org/paper/Effect-of-prior-knowledge-and-classroom-on-in-Fatokun-Omenesa/7a1b5d98df562d43ad119154f8e50b9b1de390d7

Ferlazzo, L., & Sypnieski, K. (2018). Activating prior knowledge (pp. 57–63). Edutopia. Retrieved from https://www.researchgate.net/publication/324552669_Activating_Prior_Knowledge

Fernández, G., & Morris, R. (2018). Memory, novelty and prior knowledge. Trends in Neurosciences, 41(10), 654–659. https://doi.org/10.1016/j.tins.2018.08.006

Greener, S. (2012). Interactive learning environments? Interactive Learning Environments, 20(2), 101–102. https://doi.org/10.1080/10494820.2012.675739

Hailikari, T., Katajavuori, N., & Lindblom-Ylanne, S. (2008). The relevance of prior knowledge in learning and instructional design. American Journal of Pharmaceutical Education, 72(5). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630138/

Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Evoking 21st-century skills: Developing instrument of critical thinking skills and mastery of ecosystem concepts. Tadris: Jurnal Keguruan dan Ilmu Tarbiyah, 5(1), 27-41. https://doi.org/10.24042/tadris.v5i1.5943

International Labour Organization, I. (2013). Situation analysis on conducive learning environment for children withdrawn and prevented from child labour A case of Kilifi District in Kenya. Retrieved from https://www.ilo.org/ipec/Informationresources/WCMS_IPEC_PUB_23678/lang--en/index.htm

Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: an acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256. Retrieved from https://he02.tci-thaijo.org/index.php/PRIJNR/article/view/5805

Liu, Y., Lin, Z., Liu, F. et al. (2019). Generating paraphrase with topic as prior knowledge. In Proceedings of the 28th ACM International Conference on Information and Knowledge Management (pp. 2381-2384). https://doi.org/10.1145/3357384.3358102

Mccomas, W. (2014) Prior knowledge. In: McComas W.F. (eds) The Language of Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-497-0_64

Otero, V., & Nathan, M. (2008). Pre-Service elementary teachers’ views of their students’ prior knowledge in science. Journal of Research in Science Teaching, 45, 497–523. https://doi.org/10.1002/tea.20229

Özerem, A., & Akkoyunlu, B. (2015). Learning environments designed according to learning styles and its effects on mathematics achievement. Eurasian Journal of Educational Research, 15(61), 61–80. https://doi.org/10.14689/ejer.2015.61.4

Permatadewi, S., Zen, D., & Haryani, M. (2019). Prior knowledge mapping on natural science. Journal of Biology Education, 8(1), 117–125. https://doi.org/10.15294/jbe.v8i1.27304

Psotka J. (2012) Interactive learning environments. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_321

Seely, J. E., & Hart, R. A. (2012). Prior-knowledge assessments. BioProcess International, 10, 12–19. Retrieved from https://bioprocessintl.com/analytical/downstream-validation/prior-knowledge-assessments-335629/

Singh, A. (2014). Conducive classroom environment in schools. International Journal of Science and Research, 3(1), 387-392. Retrieved from https://www.ijsr.net/search_index_results_paperid.php?id=02013831

Stern, E. (2015). Intelligence, prior knowledge, and learning. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (pp. 323–328). https://doi.org/10.1016/B978-0-08-097086-8.92017-8

Taber, K. S. (2014). Constructing active learning in chemistry: Concepts, cognition and conceptions. In I. Devetak & S. A. Glažar (Eds.), Learning with Understanding in the Chemistry Classroom (pp. 5-23). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-4366-3_1

Taylor, N. & Whannell, R. (2017). Assessing science teaching and learning in the classroom. In G. Woolcott & R. Whannell (Eds.), Teaching Secondary Science: Theory and practice (pp. 323-347). Cambridge University Press: UK. https://doi.org/10.1017/9781316882535.018

Trilipi, D., Subali, B., Anwar, Y., & Santoso, L. M. (2019). Note-taking roundhouse diagram strategy: improving student retention on body defense system concepts. Biosfer: Jurnal Pendidikan Biologi, 12(2), 157-169. https://doi.org/10.21009/biosferjpb.v12n2.157-169

Trzcieliński, S. (2019). Prior knowledge and opportunity recognition. In International Conference on Applied Human Factors and Ergonomics (pp. 191-200). https://doi.org/10.1007/978-3-319-94196-7_18

Tsai, C.C., & Yang, F. Y. (2011). Editorial: Research about science learning in asian countries. Asia-Pacific Education Researcher, 20(2), 201–206. Retrieved from http://www.scopus.com/inward/record.url?scp=80052535894&partnerID=8YFLogxK

Turşucu, S., Spandaw, J., & de Vries, M. J. (2020). The effectiveness of activation of prior mathematical knowledge during problem-solving in physics. Eurasia Journal of Mathematics, Science and Technology Education, 16(4). https://doi.org/10.29333/ejmste/116446

Wade, S., & Kidd, C. (2019). The role of prior knowledge and curiosity in learning. Psychonomic Bulletin & Review, 26. https://doi.org/10.3758/s13423-019-01598-6

Wetzels, S. A. J,, Kester, L., & van Merrienboer, J. J. G. (2011). Adapting prior knowledge activation: Mobilisation, perspective taking, and learners’ prior knowledge. Computers in Human Behavior, 27, 16–21. https://doi.org/10.1016/j.chb.2010.05.004

Whannell, R., Taylor, N., & Woolcott, G. (2018). Assessing science teaching and learning. In G. Woolcott & R. Whannell (Eds.), Teaching Secondary Science: Theory and practice (pp. 116–140). https://doi.org/10.1017/9781316882535.008

Woolf, B. P. (2005). Distributed interactive learning environments. In Proceedings of the International Conference on Open & Online Learning, ICOOL. Retrieved from https://www.semanticscholar.org/paper/Distributed-Interactive-Learning-Environments-Woolf/c8ff5e26f2aabde1a6f7659062735ff6dfa320d4

Zeng, C., Thomas, D. C., & Lewinger, J. P. (2020). Incorporating prior knowledge into regularized regression. Biorxiv, 1-15. https://doi.org/10.1101/2020.03.04.971408

Published
2020-10-22
How to Cite
Ahied, M., Fikriyah, A., Rosidi, I., & Muharrami, L. K. (2020). Activating students’ prior knowledge of basic science concepts on animal and human system organ. Biosfer: Jurnal Pendidikan Biologi, 13(2), 280-291. https://doi.org/10.21009/biosferjpb.v13n2.280-291