Effects of the 5E Learning Cycle Incorporated with Analogy Strategy on Reducing Grade 10th Students’ Alternative Conceptions with regard to Cell Structure and Function
Keywords:
Conceptual understanding, Cell structure and functions, 5E learning cycle incorporated with analogy strategyAbstract
The major challenge for biology teachers is encouraging students to deeper conceptual understanding of the fundamental biological concepts. This classroom action research aims to solve misunderstandings in biological concepts of structure and function of cells. The research objective was to investigate the effect of the 5E learning cycle incorporated with the analogy strategy on reducing students’ misunderstandings and conceptions with regard to the structure and function of cells. The participants were 10th grade 42 students who are studying in the academic year 2022. Researchers collected data for around 3 weeks by using a two-tier diagnostic test covering 3 main concepts, 1) cell boundary, 2) the nucleus, and 3) the cytosol and organelles. After learning each concept, frequency and percentage were analyzed to compare students' conceptual understanding.
The results showed that after the final lesson, the majority of the students were still at the level of no understanding or no answer (NU) at 55.65% but tended to have a level of sound understanding (SU) that increased from 3.37% to 25.70%. During data collection, the researcher found students not only tend to understand the content and nature of science subjects but also increase their interaction in learning. Therefore, researchers may further study the effect of learning management on biological achievement or academic commitment.
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