Optimization of Teaching Profession Courses Through Project Methods: Impact on Biology Education Students

Devie Novallyan; Nehru

doi:10.57092/ijetz.v4i2.431

Authors

Devie Novallyan UIN Sulthan Thaha Saifuddin Jambi
Nehru Universitas Jambi

DOI:

https://doi.org/10.57092/ijetz.v4i2.431

Keywords:

Biology Learning, Learning Outcomes, Project Methods, Teaching Profession

Abstract

This mixed-methods quasi-experimental study examines the impact of Project-Based Learning (PjBL) on enhancing pedagogical competencies among pre-service biology teachers (N = 60) in a Teaching Profession Course. Grounded in the TPACK framework and constructive alignment theory, the research compares PjBL implementation with conventional instruction through cognitive assessments (α = 0.87), lesson plan evaluations (κ = 0.82), motivation scales, and qualitative analysis of reflective journals and project artifacts. Quantitative results demonstrate significant improvements in the PjBL group, including superior cognitive gains (p < 0.01, d = 0.82), enhanced pedagogical design skills (p = 0.013, η² = 0.28), and increased motivation (Δ23%, p<0.001). MANOVA reveals multidimensional competency development across learning, application, and self-efficacy domains (F = 9.67–14.32). Qualitative findings highlight the successful development of context-responsive STEM modules, though challenges in time management emerged. The study provides empirical evidence for PjBL's efficacy in preparing biology educators for 21st-century challenges, offering a validated model for integrating disciplinary core ideas with pedagogical praxis. These findings advocate for curriculum reforms that incorporate scaffolded PBL experiences to bridge the theory-practice gap in teacher education.

Downloads

Download data is not yet available.

References

Anderson, L., et al. (2021). Collaborative learning in STEM teacher education. Journal of Science Teacher Education, 32(4), 412-428. https://doi.org/10.1080/1046560X.2021.1875167

Austin, P. C. (2021). Statistical primer: Propensity score methods. Journal of Thoracic and Cardiovascular Surgery, 161(1), 45-49. https://doi.org/10.1016/j.jtcvs.2020.11.030

Barron, B., & Darling-Hammond, L. (2023). Teaching for meaningful learning. Jossey-Bass. https://doi.org/10.1002/9781119175898

Belland, B. R., et al. (2023). Meta-analysis of PjBL in STEM education. Educational Psychology Review, 35(1), 45-78. https://doi.org/10.1007/s10648-023-09747-z

Belland, B. R., Walker, A. E., & Kim, N. J. (2023). Meta-analysis of scaffolding in PjBL. Educational Psychology Review, 35(2), 1–32. https://doi.org/10.1007/s10648-023-09799-1

Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide (2nd ed.). Sage. https://uk.sagepub.com/en-gb/eur/thematic-analysis/book248481

Brown, A., & Lee, J. (2023). Peer learning in biological sciences. International Journal of STEM Education, 10(1), 1-15. https://doi.org/10.1186/s40594-023-00400-3

Bybee, R. W. (2021). STEM education for the 21st century. Journal of Research in Science Teaching, 58(8), 1081-1102. https://doi.org/10.1002/tea.21687

Chen, H. (2023). Dialogic approaches in science education. Science Education, 107(2), 345-362. https://doi.org/10.1002/sce.21789

Chen, L., & Yang, X. (2021). Enhancing collaborative learning in science education: A meta-analysis. Educational Psychology Review, 33(2), 145-167. https://doi.org/10.1007/s10648-020-09547-9

Chen, L., & Yang, X. (2023). Project-based learning in science teacher education: A systematic literature review. Journal of Research in Science Teaching, 60(4), 786-815. https://doi.org/10.1002/tea.21812

Chen, L., & Yang, X. (2024). Argumentation scaffolds in biology education. Journal of Research in Science Teaching, 61(2), 345-367. https://doi.org/10.1002/tea.21912

Chen, L., Yang, X., & Zhang, J. (2023). Motivation in PjBL: A longitudinal study. Learning and Instruction, 85, 101742. https://doi.org/10.1016/j.learninstruc.2023.101742

Chen, L., Yang, X., & Zhang, J. (2024). Peer discourse in STEM education. Journal of Research in Science Teaching, 61(1). https://doi.org/10.1002/tea.21901

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2023). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 113(6), 2638-2678. https://doi.org/10.1257/aer.20191455

Creswell, J. W., & Plano Clark, V. L. (2023). Designing and conducting mixed methods research (4th ed.). Sage. https://us.sagepub.com/en-us/nam/designing-and-conducting-mixed-methods-research/book273583

Darling-Hammond, L. (2020). Teacher education for the 21st century: Emerging practices, uncertain future. Journal of Teacher Education, 71(3), 271-280. https://doi.org/10.1177/0022487120915889

Darling-Hammond, L. (2022). Empowered educators: How high-performing systems shape teaching quality. Jossey-Bass. https://doi.org/10.1002/9781119362052

Darling-Hammond, L. (2022). The future of teacher learning: What matters most? Teachers College Press.

Darling-Hammond, L. (2023). Developing expert teaching. Educational Researcher, 52(2), 111-124. https://doi.org/10.3102/0013189X231155749

Darling-Hammond, L., et al. (2023). Developing collaborative expertise in teacher education. Educational Researcher, 52(3), 145-159. https://doi.org/10.3102/0013189X231178956

Darling-Hammond, L., et al. (2024). Designing high-quality PjBL. Educational Researcher, 53 (1), 15–29. https://doi.org/10.3102/0013189X241227021

Davis, R., et al. (2023). Engagement in active learning environments. Educational Psychology Review, 35, 102-120. https://doi.org/10.1007/s10648-023-09747-z

Diamond, A. (2020). Executive functions in PjBL environments. Educational Psychology Review, 32(4), 1375-1402. https://doi.org/10.1007/s10648-020-09538-w

García-Carmona, A., & Acevedo-Romero, M. (2024). Scaffolded discussions in biology. Science Education, 108(2). https://doi.org/10.1002/sce.21845

García-Carmona, A., et al. (2022). Argumentation in biology education. Journal of Biological Education, 56(3), 301-315. https://doi.org/10.1080/00219266.2020.1858928

Gay, G. (2022). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Grossman, P., et al. (2023). Preparing teachers for project-based teaching. Journal of Teacher Education, 74(3), 261-275. https://doi.org/10.1177/00224871221135837

Gulbahar, Y., & Tinmaz, H. (2023). PjBL teacher training outcomes. Teaching and Teacher Education, 129, 104152. https://doi.org/10.1016/j.tate.2023.104152

Hanushek, E. A., & Rivkin, S. G. (2023). The value of smarter teachers. Journal of Human Resources, 58(1), 1-38. https://doi.org/10.3368/jhr.58.1.0219-10007R1

Harris, A., & Jones, M. (2022). COVID-19 and teacher education: Lessons for policy and practice. Teaching and Teacher Education, 115, 103735. https://doi.org/10.1016/j.tate.2022.103735

Harris, C. J., et al. (2023). Designing PjBL for science classrooms. Science Education, 107(2), 331-359. https://doi.org/10.1002/sce.21745

Harris, C. J., et al. (2023). Developing reflective practitioners through PjBL. Teaching and Teacher Education, 124, 104021. https://doi.org/10.1016/j.tate.2022.104021

Harris, C. J., et al. (2024). Dialogic teaching in science teacher preparation. Science Education, 108(3), 712-738. https://doi.org/10.1002/sce.21867

Harris, C. J., et al. (2024). Longitudinal PjBL impacts in STEM. Science Education, 108(1), 112–145. https://doi.org/10.1002/sce.21845

Harris, C. J., Wiebe, E., Grover, S., & Pellegrino, J. W. (2021). Developing STEM instructional units for secondary teaching. Educational Researcher, 50(5), 303-315. https://doi.org/10.3102/0013189X211022751

Harris, C. J., Wiebe, E., Grover, S., & Pellegrino, J. W. (2023). Validating PCK assessments in STEM teacher education. Journal of Research in Science Teaching, 60(1), 45-72. https://doi.org/10.1002/tea.21812

Harris, P., et al. (2021). Feedback exchange in teacher education. Teaching and Teacher Education, 98, 103245. https://doi.org/10.1016/j.tate.2020.103245

Hmelo-Silver, C. E., Eberbach, C., & Jordan, R. (2021). Understanding complex systems: Core challenges in science learning. Science Education, 105(4), 635-664. https://doi.org/10.1002/sce.21628

Hmelo-Silver, C. E., et al. (2023). Collaborative learning in life sciences. Educational Psychology Review, 35(1). https://doi.org/10.1007/s10648-023-09756-y

Ingersoll, R., Merrill, L., & Stuckey, D. (2021). Seven trends: The transformation of the teaching force. Educational Researcher, 50(4), 221-232. https://doi.org/10.3102/0013189X211030238

Jackson, M., et al. (2021). Social aspects of cognitive engagement. Learning and Instruction, 74, 101439. https://doi.org/10.1016/j.learninstruc.2021.101439

Jalal, F., Samani, M., Chang, M. C., Stevenson, R., Ragatz, A. B., & Negara, S. D. (2022). Teacher certification in Indonesia: A double-cohort study. International Journal of Educational Development, 93, 102642. https://doi.org/10.1016/j.ijedudev.2022.102642

Järvelä, S., Järvenoja, H., & Malmberg, J. (2020). Supporting groups' emotion and motivation regulation during collaborative learning. Learning and Instruction, 70, 101090. https://doi.org/10.1016/j.learninstruc.2019.04.004

Järvelä, S., Järvenoja, H., & Malmberg, J. (2023). Supporting groups' emotion and motivation regulation during collaborative learning. Learning and Instruction, 85, 101742. https://doi.org/10.1016/j.learninstruc.2023.101742

Johnson, E. (2022). Collaborative concept building. CBE-Life Sciences Education, 21(3), ar41. https://doi.org/10.1187/cbe.21-09-0238

Kahn, S., et al. (2022). Systems thinking through collaboration. BioScience, 72(1), 45-58. https://doi.org/10.1093/biosci/biab109

Kapur, M., et al. (2023). Cognitive mechanisms in collaborative learning. Educational Psychology Review, 35(1), 1-32. https://doi.org/10.1007/s10648-023-09758-w

Kim, Y., & Park, N. (2023). Scientific discourse in preservice training. Research in Science Education, 53, 487-502. https://doi.org/10.1007/s11165-021-10025-7

Kini, T., & Podolsky, A. (2023). Does teaching experience increase teacher effectiveness? Review of Educational Research, 93(1), 74-111. https://doi.org/10.3102/00346543221135139

König, J., et al. (2021). Teacher education effectiveness. Educational Psychology Review, 33(4), 1319-1365. https://doi.org/10.1007/s10648-021-09638-1

Krajcik, J., & Shin, N. (2022). PjBL in the learning sciences. Cambridge Handbook of the Learning Sciences, 3rd ed. https://doi.org/10.1017/9781108888295.006

Krajcik, J., & Shin, N. (2022). PjBL theory and practice. Review of Educational Research, 92(6), 889–926. https://doi.org/10.3102/00346543221126875

Krajcik, J., & Shin, N. (2022). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (3rd ed., pp. 72-92). Cambridge University Press. https://doi.org/10.1017/9781108888295.006

Krajcik, J., & Shin, N. (2022). Project-based learning: A gold standard for STEM education. Harvard Education Press.

Krajcik, J., & Shin, N. (2023). Project-based learning: A gold standard for STEM education. Harvard Education Press. https://www.hepg.org/hep-home/books/project-based-learning_1000

Lee, S., & White, P. (2023). Enhancing preservice teachers' competencies through project-based approaches. Teaching and Teacher Education, 125, 104052. https://doi.org/10.1016/j.tate.2023.104052

Lee, S., & White, P. (2023). Peer feedback in biology education. Journal of Research in Science Teaching, 60(2), 145-167. https://doi.org/10.1002/tea.21812

Mercer, N., & Howe, C. (2023). Dialogic teaching theory. Learning, Culture and Social Interaction, 38. https://doi.org/10.1016/j.lcsi.2022.100701

Miller, B., et al. (2023). Collaborative learning in complex biological systems. Science Education, 107(3), 567-589. https://doi.org/10.1002/sce.21790

Miller, E. C., et al. (2023). Equity-oriented PjBL. Journal of Science Teacher Education, 34(3), 245-269. https://doi.org/10.1080/1046560X.2022.2132637

Miller, E. C., Reigh, E., Berland, L., & Krajcik, J. (2023). Measuring fidelity of PjBL implementation in teacher education. Science Education, 107(3), 567-600. https://doi.org/10.1002/sce.21790

Molenaar, I., van Boxtel, C., & Sleegers, P. (2021). Metacognitive scaffolding during collaborative learning. Contemporary Educational Psychology, 64, 101947. https://doi.org/10.1016/j.cedpsych.2020.101947

National Research Council. (2022). Science and engineering for grades 6-12: Investigation and design at the center. National Academies Press. https://doi.org/10.17226/25216

NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press

NGSS Lead States. (2022). Next generation science standards: For states, by states. National Academies Press.

NGSS Lead States. (2023). Next Generation Science Standards. National Academies Press. https://doi.org/10.17226/26793

OECD. (2019). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals. OECD Publishing. https://doi.org/10.1787/19cf08df-en

OECD. (2023). PISA 2022 results (Volume II): Learning during - and from - disruption. OECD Publishing. https://doi.org/10.1787/a97db61c-en

OECD. (2023). PISA 2022 results: Learning for tomorrow's world. https://doi.org/10.1787/19963777

OECD. (2023). Teachers as lifelong learners: How policies shape professional development. OECD Publishing

Osborne, J., et al. (2023). Argumentation in science education. Review of Educational Research, 93(1). https://doi.org/10.3102/00346543221148457

Osborne, J., et al. (2024). Peer feedback in science education. Review of Educational Research, 94(1). https://doi.org/10.3102/00346543231223456

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2022). Classroom Assessment Scoring System (CLASS) manual. Brookes Publishing. https://products.brookespublishing.com/CLASS-Manual-P1195.aspx

Revai, N. (2022). Teacher expertise and professionalism: What does the research say? European Journal of Education, 57(1), 45-60. https://doi.org/10.1111/ejed.12478

Sadler, T. D., Foulk, J. A., & Friedrichsen, P. J. (2022). Developing adaptive expertise in science teaching. Science & Education, 31(2), 453-479. https://doi.org/10.1007/s11191-021-00263-6

Schleicher, A. (2020). The impact of COVID-19 on education: Insights from education at a glance 2020. OECD Publishing. https://doi.org/10.1787/69096873-en

Schleicher, A. (2023). World class: How to build a 21st-century school system.OECD Publishing.

Schwartz, D. L., et al. (2024). Neural correlates of peer learning. NPJ Science of Learning, 9(1). https://doi.org/10.1038/s41539-024-00216-y

Suryani, A., Wibowo, Y. G., & Mardiati, Y. (2023). Bridging theory-practice gaps in biology teacher education: Challenges and solutions. International Journal of Science Education, 45(8), 1123-1145. https://doi.org/10.1080/09500693.2023.2179997

Suryani, A., Wibowo, Y. G., & Mardiati, Y. (2023). Digital pedagogy in post-pandemic education: Challenges and innovations. International Journal of Educational Development, 97, 102487. https://doi.org/10.1016/j.ijedudev.2022.102487

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the U.S. Learning Policy Institute.

Talanquer, V., Bucat, R., Tasker, R., & Mahaffy, P. G. (2020). Lessons from a pandemic: Educating for complexity, change, uncertainty, and vulnerability. Journal of Chemical Education, 97(9), 2696-2700. https://doi.org/10.1021/acs.jchemed.0c00627

Tatto, M. T., et al. (2020). The First Five Years of Teaching Mathematics (FIRSTMATH). Springer.

UNESCO. (2022). Global report on teachers: Addressing teacher shortages. UNESCO

UNESCO. (2023). Education for sustainable development. UNESCO Publishing. https://doi.org/10.54675/YFRE3548

Wang, X., et al. (2023). Meta-analysis of discussion-based pedagogies. Educational Research Review, 39, 100532. https://doi.org/10.1016/j.edurev.2023.100532

Wijnia, L., et al. (2022). Motivation in PjBL. Learning and Instruction, 77, 101517. https://doi.org/10.1016/j.learninstruc.2021.101517

Wijnia, L., et al. (2023). Scaffolding strategies in collaborative PjBL. Learning and Instruction, 85, 101752. https://doi.org/10.1016/j.learninstruc.2023.101752

Wijnia, L., Kunst, E. M., van Woerkom, M., & Poell, R. F. (2019). Team learning and its longitudinal relationships with employability and work engagement. European Journal of Work and Organizational Psychology, 28(3), 348-360. https://doi.org/10.1080/1359432X.2019.1590300

Wijnia, L., Kunst, E. M., van Woerkom, M., & Poell, R. F. (2023). Motivation in project-based learning environments. Learning and Instruction, 86, 101782. https://doi.org/10.1016/j.learninstruc.2023.101782

Wijnia, L., Kunst, E. M., van Woerkom, M., & Poell, R. F. (2023). Team learning and its longitudinal relationships with employability and work engagement. European Journal of Work and Organizational Psychology, 32(1), 45-59. https://doi.org/10.1080/1359432X.2022.2156789

Zeidler, D. L. (2022). STEM education: A deficit framework for the 21st century? Science Education, 106(2), 281-301. https://doi.org/10.1002/sce.21685

Zeidler, D. L. (2023). STEM education for sustainable development: A conceptual framework. Science Education, 107(4), 881-908. https://doi.org/10.1002/sce.21790