Blended Learning in Science Classroom: Its Impact on Preservice Teachers' Science Process Skills
Abstract
Blended learning is an approach to foster science process skills (SPSs). However, current studies of blended learning showed inconsistent results about the effectiveness of the learning approach. Therefore, this study aimed to investigate the impact of blended learning implementation on the SPs of preservice science teachers. Using a case study design, this study collected quantitative and qualitative data from 20 preservice science teachers at a university in Surabaya, Indonesia. This study utilized an SPS test, a questionnaire, and interviews to gather relevant information. The findings of this study indicated the positive impacts of blended learning on SPSs of preservice science teachers, especially on skills of identifying and controlling variables and graphing and interpreting data. However, the effect of this learning approach could have been more optimal. The main factors that hinder the achievement of the optimum impact of blended learning implementation on preservice science teachers’ SPSs were their insufficient prior knowledge, inadequate self-regulation, and personality aspects. These three factors need to be considered when blended learning is implemented.
Keywords: blended learning, flipped classroom, learning management system, science process skills, preservice teachers, science education
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