This study examined the effects of

This study examined the effects of combining innovative approaches in teaching general biology on the development of
students’ science process skills. Two intact classes of college non-science freshmen from a government-managed higher
learning institution in the Philippines were compared. An instructional package based on standard tertiary level General
Biology course employing multiple representations to be delivered through collaborative teaching and learning approach
was designed and compared against the traditional approach to teaching. Quantitative data were obtained from the students
scores in Prior Science Knowledge test and Science Process Skills rubric. Qualitative data were obtained from the analysis
of students’ focus group discussion. The t -test was done to determine the difference in the observed mean scores at
= 0.05
level of significance. Results showed significantly higher scores in the science process skills of students exposed to the
multiple representations and collaborative learning approach. Prior science knowledge was found to have no significant
correlation with science process skills. Students’ science process skills were also found to differ across gender.

Hasil (Bahasa Indonesia) 2:

Penelitian ini meneliti efek menggabungkan pendekatan inovatif dalam mengajar biologi umum pada pengembangan
keterampilan proses sains siswa. Dua kelas utuh kuliah mahasiswa non-ilmu dari tinggi yang dikelola pemerintah
lembaga pembelajaran di Filipina dibandingkan. Paket pembelajaran berdasarkan standar tingkat tersier Umum
saja Biologi mempekerjakan beberapa representasi yang akan disampaikan melalui pengajaran kolaboratif dan pendekatan pembelajaran
dirancang dan dibandingkan pendekatan tradisional untuk mengajar. Data kuantitatif diperoleh dari siswa
skor dalam Sebelum tes Ilmu Pengetahuan dan Ilmu Proses Keterampilan rubrik. Data kualitatif diperoleh dari analisis
diskusi kelompok terfokus siswa. T-test dilakukan untuk menentukan perbedaan nilai rata-rata diamati pada? = 0.05
tingkat signifikansi. Hasil penelitian menunjukkan skor signifikan lebih tinggi pada keterampilan proses sains siswa terkena
beberapa representasi dan pendekatan pembelajaran kolaboratif. Ilmu pengetahuan sebelum ditemukan tidak signifikan
korelasi dengan keterampilan proses sains. Keterampilan proses sains siswa juga ditemukan berbeda di seluruh gender.