What is it about?
This article explores how problem-solving skills are implemented in biomolecule lectures for prospective science teachers. It investigates whether learning strategies like Problem-Based Learning (PBL) and Cooperative PBL (CPBL) are effectively applied in classrooms to enhance students' problem-solving abilities. Using qualitative methods—including interviews with biochemistry lecturers and an analysis of course documents—the study finds that although PBL and CPBL models are used, they have not significantly improved students' understanding of complex biomolecular concepts. Most students can identify problems, but only a small percentage demonstrate logical and systematic thinking. The article concludes by suggesting the need for more innovative approaches, such as computational thinking, to better support students' problem-solving development in biochemistry education.
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Why is it important?
This study is important because it addresses a critical gap in science teacher education—developing effective problem-solving skills in future educators. In the era of 21st-century learning and the Industrial Revolution 4.0, students—especially future science teachers—must be equipped with the ability to solve real-world problems logically and systematically. Biochemistry, particularly biomolecule topics, is known for its abstract and complex nature, making it a challenge for many students. By analyzing how problem-solving is applied in actual classroom settings, this research highlights the limitations of current teaching practices and emphasizes the urgent need for more innovative, student-centered strategies. The findings provide valuable insight for improving science education curricula and better preparing future teachers to cultivate these essential skills in their own students.
Perspectives
The article adopts the perspective of science education researchers seeking to evaluate and improve the teaching practices in higher education, particularly in biochemistry courses. It views problem-solving not just as a cognitive skill but as a core competency that future science teachers must master to be effective educators. The study takes a constructivist and student-centered learning perspective, emphasizing the importance of active learning models like Problem-Based Learning (PBL) and Cooperative PBL (CPBL). However, it also maintains a critical stance, acknowledging that these methods alone are insufficient without deeper conceptual understanding and student motivation. Ultimately, the article advocates for curricular innovation—including the use of computational thinking approaches—to foster more meaningful learning and stronger problem-solving abilities in prospective teachers.
Emilia Candrawati
Universitas Bengkulu
Read the Original
This page is a summary of: Application analysis of problem-solving in biomolecule lectures for prospective science teachers, January 2025, American Institute of Physics,
DOI: 10.1063/5.0260114.
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