The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology

DOI

10.2991/icet-17.2017.30How to use a DOI?

Keywords

pre-service biology teachers, animal physiology, critical thinking skills profile

Abstract

In facing challenges in the 21st century, the university students need to empower their critical thinking skills. Critical thinking skills can improve students' verbal and analytic skills through helping them express useful ideas to increase their knowledge. This study, therefore, attempted to outline the profile of pre-service biology teachers' critical thinking skills in Animal Physiology. The design of this study was descriptive quantitative. Data was collected using a questionnaire and a test to examine the students' critical thinking skills. The sample of this research consisted of 139 university students from UIN Alauddin Makassar, STKIP PI Makassar, UPRI Makassar, and STKIP Yapim Maros. Research findings suggest that (1) the students' topic understanding and critical thinking skills were still low; and (2) the students' average test score was 2.11 (which means that the students' critical thinking skills were not well developed). These results, therefore, serve as a preliminary analysis result of problems faced in biology learning. Furthermore, they also provide an insight for teachers to improve the quality of their biology instruction.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Astuti Mun. Amin
AU  - Aloysius Duran Corebima
AU  - Siti Zubaidah
AU  - Susriyati Mahanal
PY  - 2017/09
DA  - 2017/09
TI  - The Critical Thinking Skills Profile of Preservice Biology Teachers in Animal Physiology
BT  - Proceedings of the 3rd International Conference on Education and Training (ICET 2017)
PB  - Atlantis Press
SP  - 179
EP  - 183
SN  - 2352-5398
UR  - https://doi.org/10.2991/icet-17.2017.30
DO  - 10.2991/icet-17.2017.30
ID  - Amin2017/09
ER  -