Utilizing a discovery learning, real-world based fruit juice clarification experiment to enhance teaching and learning of biological enzyme concepts

Joo Ann Ewe; Sheh May Tam

doi:10.31686/ijier.vol6.iss6.1048

Authors

Joo Ann Ewe Taylor's University, Malaysia
Sheh May Tam Taylor's University, Malaysia

DOI:

https://doi.org/10.31686/ijier.vol6.iss6.1048

Abstract views: 227 /

PDF downloads: 188

Keywords:

discovery learning, biological concept, experimental approach

Abstract

Discovery learning is an approach that encourages students to become active participants in the learning process by exploring concepts and answering questions through experience. It is one of several inquiry-based learning techniques that seems particularly suited to the instruction of science since performing experiments is one of the key methods in discovery learning. However, the efficacy of discovery learning projects have not been explored much in Malaysia. In this study, an experiment integrated with real-world biotechnology industry example focusing on the function of the enzyme pectinase in the clarification of fruit (apple) juice was adapted and introduced to a group of urban, international secondary school science students who had undergone prior direct instructional guidance on the biological role and function of enzymes. The students were asked to complete a set of pre-experiment and post-experiment questions in order to analyse the impact of the experiment on their understanding of this topic. Results suggest that this discovery learning project do strengthen the learners’ prior knowledge and understanding of the function of biological enzymes through application of concept based on real world practice. High level of positive feedback was received (86.2%), with the students commenting on the “fun aspect”, being excited about being able to perform the experiment and expanding their understanding by linking their findings with a real-world, industrial application. Given the reported steady decline of Malaysian students enrolled in STEM (Science, Technology, Engineering and Mathematics) courses at secondary and tertiary levels, our findings suggest that developing and including more real-world, discovery type projects in secondary schools may help to effectively raise student interests in science subjects such as biology through new learning approaches.

Downloads

Download data is not yet available.

Author Biographies

Joo Ann Ewe, Taylor's University, Malaysia

School of Biosciences
Sheh May Tam, Taylor's University, Malaysia

School of Biosciences

References

Ajewole, G.A. (1991) Effects of discovery and expository instructional methods on the attitude of students to biology. Journal of Research in Science Teaching, 28(5), pp. 401-409.
Academy of Sciences Malaysia (2015) The Science Outlook 2015: Action towards Vision. Kuala Lumpur, Malaysia.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), pp. 1-18.
American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. New York: Oxford.
Conway, C.J. (2014) Effects of guided inquiry versus lecture instruction on final grade distribution in a one-semester organic and biochemistry course. Journal of Chemical Education, 91(4), pp. 480-483.
Gibson, H.L., & Chase, C. (2002) Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 85(5), pp. 693-705.
Hasan, A.S.A. (2012) The effects of guided inquiry instruction on students’ achievement and understanding of the nature of science in environmental biology course. Master Dissertation, The British University, Dubai.
Hodson, D. (1990) A critical look at practical work in school science. School Science Review, 71, pp. 33-40.
Inuwa, U., Abdullah, Z. & Hassan, H. (2016) A proposed framework of the effect of guided discovery approach on secondary students’ achievement in financial accounting, presented at 3rd International Conference on Accounting Studies, Langkawi, Kedah, Malaysia 2016.
Kirschner, P.A., Sweller, J., & Clark, R.E. (2006) Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), pp. 75-86.
Klahr, D., & Nigam, M. (2004) The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), pp. 661–667.
Koksal, E.A., & Berberoglu, G. (2014) The effect of guided-inquiry instruction on 6th grade Turkish students’ achievement, science process skills, and attitudes toward science. International Journal of Science Education, 36(1), pp. 66-78.
Mayer, R.E. (2004) Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59(1), pp. 14–19.
Micheal, J. (2006) Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. doi: 10.1152/advan.00053.2006
National Research Council (1996) National Science Education Standards. Washington, DC: National Academy Press.
Oghenevwede, O.E. (2010) Effects of Discovery and inquiry Approaches, in Teaching and Learning of Biology on Secondary Schools Students’ performance in Delta state Nigeria. Journal of Research in Education and Society, 1(1), pp. 30-38.
Sweller, J., Kirschner, P.A., & Clark, R.E. (2007) Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), pp. 115-121.
Wilke, R.R., & Straits, W.J. (2001) The effects of discovery learning in a lower-division biology course. Advances in Physiology Education, 25(2), pp. 62-69.