Effect of Thinking Actively in Social Context in Guided Discovery Learning on the Conceptual Understanding of Biology

Abstract

Real learning occurs when learners are placed into authentic situations and allowed to wrestle through the solutions and thus discover critical knowledge on their own. Guided discovery learning (GDL) is a student-centered instructional approach that promotes active thinking and inquiry-based learning The present study “Effect of Thinking Actively in Social Context in Guided Discovery Learning on the Conceptual Understanding of Biology” was aimed at realizing the impact of how modern instructional approaches through social interaction improve the conceptual proficiency of students in the science subject instead of continuing the traditional instructional methodologies. The study highlights the importance of integrating structured social interactions within GDL to maximize its effectiveness in biology education. This spinning wheel framework could be considered as a very significant development in today's terms and paradigms of teaching and learning. Main objectives of the study were to examine how the use of TASC Framework affects the understanding of biological concepts, generate ideas, and enhance students analytical and problem solving skills in the context of biology among Grade 10 science students. For this experimental research an Equivalent Group, Pretest-Post Test Design was used. Population of study were all female government higher secondary schools in Khyber Pakhtunkhwa, Pakistan. The study included 308 female higher secondary schools across 28 districts of Khyber Pakhtunkhwa province despite which Higher Secondary School Phase 1 Hayatabad District Peshawar became the focus for selecting grade 10 students as the study participants. Simple random sampling was utilized to pick 70 students as a test group. Control and experimental groups were formed by performing paired random sampling on the study subjects. The researcher made 13 detailed lesson plans from grade 10 biology practical note book based on concept attainment principles using TASC Framework stages. These lessons served as tools for pretest and posttest assessments with participants of experimental and control groups. Moreover the experimentation group received an open ended self-reflection questionnaire for evaluating TASC Framework's effectiveness. Descriptive along with inferential statistics served to evaluate the received data. Independence sample t-tests provided the investigation with methods to validate the null hypotheses. Findings suggest that the subjects in the experimental group demonstrate improved retention, critical thinking, and the ability to apply biological concepts in novel situations and showed positive attitudes toward using the TASC Framework. Based on this positive data it is recommended to expand the use of Guided Discovery Learning with TASC Framework into various subjects at different educational levels.