Development of critical thinking competencies in grade 9 biology students through effective use of laboratory experiments to positively affect skill levels
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Authors
Balabayeva, S.S.
Van Der Merwe, D.
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background: In laboratory lessons, problematic situations related to life are presented as scenarios, and the students' desire for finding solutions ensures that they can effectively use the knowledge they have acquired outside the classroom, in any situation. Research indicated a lack of correlation between student learning and practical work. The main improvement focuses on understanding how students can optimise practical learning.
Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills.
Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress.
Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons.
Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses.
Aims: Establishing how effective and focused practical experiments enable students to develop critical thinking skills, improving their analysis and conclusion skills.
Method: The study design included a total of 11 students from grade 9 (ages 14-15). The context was Biology laboratory lessons and the data collected via survey and rubric based observations. Some pre- and post-lesson interviews were used, further expanding on the data obtained. Topic specific worksheets were created to match the lesson study outcomes. The lesson study spanned over four terms, observing six Biology laboratory lessons, three of which are discussed in this article. The data was analysed using baseline assessments from the first lesson skill level results. This constituted the analysis of levels at the start of the school year, followed by post- and pre-measurements, while correlating the progress of skills over multiple lessons. Progress as a whole and between lessons were compared to monitor skill developmental progress.
Findings: The results indicated that students demonstrated increased interest and engagement in biology when participating in hands-on laboratory experiments, leading to a more active learning environment. Due to active participation by students and specific skill focus planning, the skill levels showed significant improvements over the successive lessons.
Conclusions, originality, value and implications: In conclusion, this process takes time to show results but could show results that are long lasting with continued implementation and can be transferred to later grades. Transferability is valuable since students move into more difficult subject levels but would be able to use the skills developed during grade 9 and continue improving. Both educators and students benefit from these results as the skills align more closely with those needed to pass AS and A level courses.
Description
Keywords (free text)
biology education , laboratories , experiments , critical thinking , analytical skills , inference skills