Conceptual understanding and science process skills of first-year biology teacher candidates in practical activities assisted by realia media

Abstract

This study examined changes in pre-service biology teachers’ conceptual understanding and science process skills following practicum activities assisted by realia media. A mixed-method explanatory design was employed, with a pre-experimental one-group pretest–posttest design for the quantitative component and qualitative data used to contextualize the quantitative findings. The participants were second-semester biology education students enrolled in a plant development structure course involving practicum activities assisted by realia media. Data were collected using a conceptual understanding test and a science process skills observation sheet. Quantitative data were analyzed using a paired-samples t-test for normally distributed paired data and the Wilcoxon signed-rank test for non-normally distributed paired data, while qualitative data were used to support the interpretation of the quantitative findings. The results showed significant improvements in students’ conceptual understanding following the practicum activities, with the largest increases observed in explaining (40.00 points), drawing inferences (38.33 points), and comparing (35.00 points). Science process skills also improved, particularly in identifying variables (1.43 points), communicating (1.30 points), and predicting (1.20 points). Overall, significant differences were found between the pretest and posttest scores for conceptual understanding and science process skills (p < .05). These findings indicate that practicum activities assisted by realia media are associated with improvements in conceptual understanding and science process skills and may provide a more contextual and interactive learning experience for pre-service biology teachers.