The reflective thinking skills of preservice biology teacher in histology lectures

Abstract

Reflective thinking as integral to the development of professional teaching practices was important developed on preservice biology teacher, including in histology lectures. The purpose of this study was to explore the reflective thinking levels of preservice biology teacher. Survey research used in this study was conducted on third year preservice biology teacher who attended histology lectures (n=36). 'Reflective Thinking Questionnaire' (RTQ), which was developed by Kember et al (2000) was used as data collection tool. It includes 16 items measuring four types of reflective thinking: Habitual Action (HA), Understanding (U), Reflection (R), Critical Reflection (CR). Descriptive statistics were used to analyse the data. The results showed that among the comprising factors of reflective thinking, U received the highest mean followed by R, CR, and HA.