A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy
DOI:
https://doi.org/10.21009/biosferjpb.20373Keywords:
Biology instruction, Development, E-learning, Health literacy, Narrative inquiryAbstract
Study on e-learning implementation has been growing as a great interest particularly in biology education research and practice. Whilst a number of research has shown various modes of e-learning, however, there is still a lack of understanding on how e-learning can be applied for health literacy orientation in biology instruction. This research aimed to develop a conceptual framework of SSI-based e-learning in biology to promote student health literacy. This research was conducted in narrative inquiry design. Nine people including five biology teachers, two experts in health education and two science teachers who are practitioners in e-learning implementation were voluntarily participated in this research. Data of this research are experiences, knowledge, or perspectives that were expressed by participants and were collected through semi-structured interviews. Thematic analysis approach was employed to analyse the data in three stages with trustworthiness and authenticity were applied for quality standard. Research findings show that there are three main aspects that need to be considered in developing an intended framework. These are: 1) e-learning platform could be used, 2) SSI-based learning pathways arranged in e-learning mode, and 3) additional e-learning elements need to be provided. Hence, these three aspects play essential roles in underpinning the framework of SSI-based e-learning in biology to promote student health literacy.
References
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Chowning, J. T., Griswold, J. C., Kovarik, D. N., & Collins, L. J. (2012). Fostering critical thinking, reasoning, and argumentation skills through bioethics education. PLoS ONE, 7(5), e36791. https://doi.org/10.1371/journal.pone.0036791
Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2
Dawson, V., & Venville, G. (2013). Introducing High School Biology Students to Argumentation About Socioscientific Issues. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1080/14926156.2013.845322
Feierabend, T., & Eilks, I. (2010). Raising students’ perception of the relevance of science teaching and promoting communication and evaluation capabilities using authentic and controversial socio-scientific issues in the framework of climate change. Science Education International, 21(3), 176–196.
Grace, M, Bay, J.L. (2011). Developing a pedagogy to support science for health literacy. Asia-Pacific Forum on Science Learning and Teaching, 12(2).
Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
Hwang, S. (2011). Narrative inquiry for science education: Teachers’ repertoir-emaking in the case of environmental curriculum. International Journal of Science Education, 33(6), 797–816.
Jacque, Berri, Koch-Weser, S., Faux, R, Meiri, K. (2016). Addressing health literacy challenges with a cutting-edge infectious disease curriculum for the high school biology classroom. Health Educ Behav, 43(1), 43-53. https://journals.sagepub.com/doi/abs/10.1177/1090198115596163
Josselson, R. (2011). Narrative Research: Constructing, Deconstructing, and Reconstructing Story. In F. J. Wertz, K. Charmaz, L. M. McMullen, R. Josselson, R. Anderson, & E. McSpadden (Eds.), Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. The Guildford Press.
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Lee, Y. C., & Grace, M. (2010). Students’ reasoning processes in making decisions about an authentic, local socio-scientific issue: bat conservation. Journal of Biological Education. https://doi.org/10.1080/00219266.2010.9656216
Lenz, L., & Willcox, M. . (2012). Issue-oriented Science: Using Socioscientific issues to engange biology students. The American Biology Teacher, 74(8), 551–556. https://doi.org/10.1525/abt.2012.74.8.4
Lundström, M., Ekborg, M., & Ideland, M. (2012). To vaccinate or not to vaccinate: How teenagers justified their decision. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-012-9384-4
Mikropoulos, T. A., Katsikis, A., Nikolou, E., & Tsakalis, P. (2003). Virtual environments in biology teaching. Journal of Biological Education, 37(4), 176–181. https://doi.org/10.1080/00219266.2003.9655879
NRC. (2009). A New Biology for the 21st Century. NAP Press.
NSTA. (2016). NSTA Position Statement: The Role of E-Learning in Science Education.
Nutbeam, D. (2000). Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267. https://doi.org/10.1093/heapro/15.3.259
Ottander, C., & Ekborg, M. (2012). Students’ experience of working with socioscientific issues - a quantitative study in secondary school. Research in Science Education, 42(6), 1147–1163. https://doi.org/10.1007/s11165-011-9238-1
Permendikbud. (2016). Peraturan Kementrian Pendidikan dan Kebudayaan No 24, tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Mata Pelajaran.
Pietrocola, M., Rodrigues, E., Bercot, F., Schnorr, S. (2021). Risk society and science education: Lesson from the covid-19 pandemic. Science and Education, 30, 209-233. https://doi.org/10.1007/s11191-020-00176-w
Presley, M. L., Sickel, A. J., Muslu, N., Merle-, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A Framework for socio-scientific issues based education. Science Educator, 2(1), 26-32.
Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning Journal, 21(3), 68–86.
Robottom, I. (2012). Socio-Scientific Issues in Education: Innovative Practices and Contending Epistemologies. Research in Science Education. https://eric.ed.gov/?id=EJ949574
Rudsberg, K., Östman, L., & Aaro Östman, E. (2017). Students’ meaning making in classroom discussions: the importance of peer interaction. Cultural Studies of Science Education, 12(3), 709–738. https://doi.org/http://dx.doi.org/10.1007/s11422-015-9721-5
Sadler, T. D. (2011). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), Socio-scientific Issues in the Classroom: Teaching, Learning and Research (pp. 1–9). Springer.
Sakamaki, Ruko, Toyama, K., Amamoto, R., Liu, C-J, Shinfuku, N. (2005). Nutritional knowledge, food habits and health attitude of Chinese university students –a cross sectional study. Nutrition Journal, 4(4), 1-5. https://nutritionj.biomedcentral.com/articles/10.1186/1475-2891-4-4
Saunders, K. J., & Rennie, L. J. (2013). A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science. Research in Science Education. https://doi.org/10.1007/s11165-011-9248-z
Savin-Baden, M., & van Niekerk, L. (2007). Narrative Inquiry: Theory and Practice. Journal of Geography in Higher Education, 31(3), 457–472. https://doi.org/10.1080/03098260601071324
Seribulan, M. N. M., Rahayu, S., & Isfaeni, H. (2018). Developing a Web-based learning (e-learning) in general biology subjects with joomla program. Biosfer, 7(1), 1–9. https://doi.org/10.21009/biosferjpb.7-1.1
Subiantoro, A. W., Ariyanti, N. A., & Sulistyo. (2013). Pembelajaran materi ekosistem dengan socio-scientific issues dan pengaruhnya terhadap reflective judgment siswa. Jurnal Pendidikan IPA Indonesia. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/2508
Subiantoro, Agung W. (2019). The socio-scientific issue in a cross-context biology lesson: How far it goes from the lens of a teacher’s dan her students’ experiences? In Y. Rahmawati & P. Taylor (Eds.), Empowering Science and Mathematics for Global Competitiveness (pp. 190–196). CRC - Taylor & Francis Group. https://doi.org/https://doi.org/10.1201/9780429461903
Subiantoro, Agung W, & Treagust, D. F. (2020). Development and validation of an instrument for assessing high-school students’ perceptions of socio-scientific issues-based learning in biology. Learning Environments Research. https://doi.org/10.1007/s10984-020-09332-z
Treagust, D. F., Won, M., & Duit, R. (2014). Paradigms in science education research. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education (2nd ed.). Taylor & Francis Group.
Vamos, S., Okan, O., Sentell, T., & Rootman, I. (2020). Making a Case for “Education for Health Literacy”: An International Perspective. International Journal of Environmental Research and Public Health, 17(1436), 1–18. https://doi.org/doi:10.3390/ijerph17041436
van der Heide, Iris, Wang, J., Droomers, M., Spreeuwenberg, P., Rademakers, J., Uiters, E. (2013). The relationship between health, education, and health literacy: Results from the Dutch adult literacy and life skills survey. Journal of Health Communication, 18 Sup1, 172-184. https://doi.org/10.1080/10810730.2013.825668
Webster, L., & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.
WHO. (2008). 2008-2013 Action Plan for the Global Strategy for the Prevention and Control of Noncommunicable Disease.
Wicaksana, E. J., Atmadja, P., Wikanso, W., Putri, L. N., & Muthia, G. A. (2020). Edmodo as a solution to enhance student learning interest in high school biodiversity during the COVID-19 pandemic. Biosfer, 13(2). https://doi.org/10.21009/biosferjpb.v13n2.216-229
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education. https://doi.org/10.1007/BF03173684
Atabey, Nejla. (2021). Science teachers' argument types and supporting reason on socio-scientific issues: Covid-19 pandemic. International Journal of Psychology and Educational Studies, 8(2)214-231.https://dx.doi.org/10.52380/ijpes.2021.8.2.500
Bruselius-Jensen, M., Bonde, A. H., & Christensen, J. H. (2017). Promoting health literacy in the classroom. Health Education Journal, 76(2), 156–168. https://doi.org/10.1177/0017896916653429
Chowning, J. T., Griswold, J. C., Kovarik, D. N., & Collins, L. J. (2012). Fostering critical thinking, reasoning, and argumentation skills through bioethics education. PLoS ONE, 7(5), e36791. https://doi.org/10.1371/journal.pone.0036791
Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2
Dawson, V., & Venville, G. (2013). Introducing High School Biology Students to Argumentation About Socioscientific Issues. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1080/14926156.2013.845322
Feierabend, T., & Eilks, I. (2010). Raising students’ perception of the relevance of science teaching and promoting communication and evaluation capabilities using authentic and controversial socio-scientific issues in the framework of climate change. Science Education International, 21(3), 176–196.
Grace, M, Bay, J.L. (2011). Developing a pedagogy to support science for health literacy. Asia-Pacific Forum on Science Learning and Teaching, 12(2).
Han, I., & Shin, W. S. (2016). The use of a mobile learning management system and academic achievement of online students. Computers & Education, 102, 79–89. https://doi.org/10.1016/j.compedu.2016.07.003
Hwang, S. (2011). Narrative inquiry for science education: Teachers’ repertoir-emaking in the case of environmental curriculum. International Journal of Science Education, 33(6), 797–816.
Jacque, Berri, Koch-Weser, S., Faux, R, Meiri, K. (2016). Addressing health literacy challenges with a cutting-edge infectious disease curriculum for the high school biology classroom. Health Educ Behav, 43(1), 43-53. https://journals.sagepub.com/doi/abs/10.1177/1090198115596163
Josselson, R. (2011). Narrative Research: Constructing, Deconstructing, and Reconstructing Story. In F. J. Wertz, K. Charmaz, L. M. McMullen, R. Josselson, R. Anderson, & E. McSpadden (Eds.), Five Ways of Doing Qualitative Analysis: Phenomenological Psychology, Grounded Theory, Discourse Analysis, Narrative Research, and Intuitive Inquiry. The Guildford Press.
Lamanauskas, V., & Augiene, D. (2019). Identifying primary school teachers’ health literacy. Journal of Turkish Science Education, 16(4), 451–466. http://www.tused.org/index.php/tused/article/view/754
Lederman, Norman G., Antink, A., & Bartos, S. (2014). Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry. Science and Education. https://doi.org/10.1007/s11191-012-9503-3
Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., & Zeidler, D. L. (2013). Socioscientific Issues as a Vehicle for Promoting Character and Values for Global Citizens. International Journal of Science Education. https://doi.org/10.1080/09500693.2012.749546
Lee, Y. C. (2012). Socio-scientific issues in health context: Treading a rugged terrain. International Journal of Science Education, 34(3), 459–483. https://doi.org/10.1080/09500693.2011.613417
Lee, Y. C., & Grace, M. (2010). Students’ reasoning processes in making decisions about an authentic, local socio-scientific issue: bat conservation. Journal of Biological Education. https://doi.org/10.1080/00219266.2010.9656216
Lenz, L., & Willcox, M. . (2012). Issue-oriented Science: Using Socioscientific issues to engange biology students. The American Biology Teacher, 74(8), 551–556. https://doi.org/10.1525/abt.2012.74.8.4
Lundström, M., Ekborg, M., & Ideland, M. (2012). To vaccinate or not to vaccinate: How teenagers justified their decision. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-012-9384-4
Mikropoulos, T. A., Katsikis, A., Nikolou, E., & Tsakalis, P. (2003). Virtual environments in biology teaching. Journal of Biological Education, 37(4), 176–181. https://doi.org/10.1080/00219266.2003.9655879
NRC. (2009). A New Biology for the 21st Century. NAP Press.
NSTA. (2016). NSTA Position Statement: The Role of E-Learning in Science Education.
Nutbeam, D. (2000). Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267. https://doi.org/10.1093/heapro/15.3.259
Ottander, C., & Ekborg, M. (2012). Students’ experience of working with socioscientific issues - a quantitative study in secondary school. Research in Science Education, 42(6), 1147–1163. https://doi.org/10.1007/s11165-011-9238-1
Permendikbud. (2016). Peraturan Kementrian Pendidikan dan Kebudayaan No 24, tahun 2016 tentang Kompetensi Inti dan Kompetensi Dasar Mata Pelajaran.
Pietrocola, M., Rodrigues, E., Bercot, F., Schnorr, S. (2021). Risk society and science education: Lesson from the covid-19 pandemic. Science and Education, 30, 209-233. https://doi.org/10.1007/s11191-020-00176-w
Presley, M. L., Sickel, A. J., Muslu, N., Merle-, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A Framework for socio-scientific issues based education. Science Educator, 2(1), 26-32.
Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning Journal, 21(3), 68–86.
Robottom, I. (2012). Socio-Scientific Issues in Education: Innovative Practices and Contending Epistemologies. Research in Science Education. https://eric.ed.gov/?id=EJ949574
Rudsberg, K., Östman, L., & Aaro Östman, E. (2017). Students’ meaning making in classroom discussions: the importance of peer interaction. Cultural Studies of Science Education, 12(3), 709–738. https://doi.org/http://dx.doi.org/10.1007/s11422-015-9721-5
Sadler, T. D. (2011). Situating socio-scientific issues in classrooms as a means of achieving goals of science education. In T. D. Sadler (Ed.), Socio-scientific Issues in the Classroom: Teaching, Learning and Research (pp. 1–9). Springer.
Sakamaki, Ruko, Toyama, K., Amamoto, R., Liu, C-J, Shinfuku, N. (2005). Nutritional knowledge, food habits and health attitude of Chinese university students –a cross sectional study. Nutrition Journal, 4(4), 1-5. https://nutritionj.biomedcentral.com/articles/10.1186/1475-2891-4-4
Saunders, K. J., & Rennie, L. J. (2013). A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science. Research in Science Education. https://doi.org/10.1007/s11165-011-9248-z
Savin-Baden, M., & van Niekerk, L. (2007). Narrative Inquiry: Theory and Practice. Journal of Geography in Higher Education, 31(3), 457–472. https://doi.org/10.1080/03098260601071324
Seribulan, M. N. M., Rahayu, S., & Isfaeni, H. (2018). Developing a Web-based learning (e-learning) in general biology subjects with joomla program. Biosfer, 7(1), 1–9. https://doi.org/10.21009/biosferjpb.7-1.1
Subiantoro, A. W., Ariyanti, N. A., & Sulistyo. (2013). Pembelajaran materi ekosistem dengan socio-scientific issues dan pengaruhnya terhadap reflective judgment siswa. Jurnal Pendidikan IPA Indonesia. https://journal.unnes.ac.id/nju/index.php/jpii/article/view/2508
Subiantoro, Agung W. (2019). The socio-scientific issue in a cross-context biology lesson: How far it goes from the lens of a teacher’s dan her students’ experiences? In Y. Rahmawati & P. Taylor (Eds.), Empowering Science and Mathematics for Global Competitiveness (pp. 190–196). CRC - Taylor & Francis Group. https://doi.org/https://doi.org/10.1201/9780429461903
Subiantoro, Agung W, & Treagust, D. F. (2020). Development and validation of an instrument for assessing high-school students’ perceptions of socio-scientific issues-based learning in biology. Learning Environments Research. https://doi.org/10.1007/s10984-020-09332-z
Treagust, D. F., Won, M., & Duit, R. (2014). Paradigms in science education research. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education (2nd ed.). Taylor & Francis Group.
Vamos, S., Okan, O., Sentell, T., & Rootman, I. (2020). Making a Case for “Education for Health Literacy”: An International Perspective. International Journal of Environmental Research and Public Health, 17(1436), 1–18. https://doi.org/doi:10.3390/ijerph17041436
van der Heide, Iris, Wang, J., Droomers, M., Spreeuwenberg, P., Rademakers, J., Uiters, E. (2013). The relationship between health, education, and health literacy: Results from the Dutch adult literacy and life skills survey. Journal of Health Communication, 18 Sup1, 172-184. https://doi.org/10.1080/10810730.2013.825668
Webster, L., & Mertova, P. (2007). Using Narrative Inquiry as a Research Method: An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.
WHO. (2008). 2008-2013 Action Plan for the Global Strategy for the Prevention and Control of Noncommunicable Disease.
Wicaksana, E. J., Atmadja, P., Wikanso, W., Putri, L. N., & Muthia, G. A. (2020). Edmodo as a solution to enhance student learning interest in high school biodiversity during the COVID-19 pandemic. Biosfer, 13(2). https://doi.org/10.21009/biosferjpb.v13n2.216-229
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education. https://doi.org/10.1007/BF03173684
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2021-07-07
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Subiantoro, A. W., Handziko, R. C., & Wibowo, Y. (2021). A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy . Biosfer: Jurnal Pendidikan Biologi, 14(1), 132–143. https://doi.org/10.21009/biosferjpb.20373
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