Reframing the earth science handbook to cultivate pre-service teachers’ generic science skills and problem-solving
DOI:
https://doi.org/10.21067/mpej.v10i1.13890Keywords:
Earth Science, Generic science skills, Handbook, Inquiry, Problem-solvingAbstract
The highly contextual nature of Earth Science content in relation to students requires teachers to possess strong generic science skills and problem-solving abilities to ensure optimal knowledge transfer in the learning process. This study aimed to conduct a needs analysis to inform the design of the Earth Science handbook and to evaluate their validity, practicality, and readability. This research is part of a two-year Research and Development (R&D) project. In the first year, the development of teaching materials employed the 4D model, limited to three stages: define, design, and develop. The define stage began with an analysis of students’ needs regarding Earth Science teaching materials through literature review and field observations. The design stage involved organizing chapters, constructs, and content of the materials based on the results of the needs analysis. The output of this stage was the initial draft of the teaching materials. The development stage included expert-judgment validation, practicality testing by lecturer-practitioners, and readability testing by students. The results indicated that the developed Earth Science teaching materials were categorized as highly valid (Gregory’s Index = 1.00), highly practical (mean score = 3.73), and excellent readability (mean score = 3.66). This study concludes that Earth Science teaching materials are needed to enhance students’ generic science skills and problem-solving abilities. The developed materials are feasible for dissemination and effectiveness testing. The findings provide practical implications for improving Earth Science instruction and support the development of competency-based learning aligned with 21st-century educational demands.
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