The effect of Think-Pair-Share (TPS) and Problem-Based Learning (PBL) models on the ability to analyze biological topics: a cross-sectional study

Document Type : Original Article

Author

Associate Professor, Department of Basic Sciences, Farhangian University

Abstract

Analytical thinking is the competence needed by students to compete and achieve success in the professional field of this century. Because many students have low thinking skills, the present research was conducted to investigate the optimal learning model for empowering students' analytical thinking. This cross-sectional-analytical research investigated the difference in achieving analytical thinking between students who participated in TPS and PBL learning. This study was conducted by conducting a written exam and interview from the middle of April to the end of May 2022 with the 11th-grade female Biology students in one of the high schools in Isfahan. The data obtained from the study were analyzed using the two-way ANOVA test at a significance level of P< 0.05 and with the help of Graph pad prism software and Bonferroni post-tests. The present study's findings show that TPS can strengthen analytical thinking significantly higher than PBL. Therefore, the implementation of TPS in learning biology is recommended as an alternative strategy to improve the analytical thinking ability of high school students.

Keywords

References

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Research in Biology Education
Volume 4, Issue 1 - Serial Number 10
September 2022
Pages 23-34

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