Using Scaffolding Set to Help Student Addressing Socio-Scientific Issues in Biochemistry Classes

Abstract

Most students have difficulty explaining socio-scientific issues (SSI) scientifically due to lack of relevant prior knowledge, difficulty connecting with science ideas, and societal concerns of SSI. Unfortunately, scaffolding sets that can be used to help students explain SSI have not available yet. This study aimed to develop a scaffolding set to help students have sufficient prior knowledge of biochemistry relevant to SSI, connect with biochemistry ideas and societal concerns of SSI. A scaffolding set model was developed using instructional design model. Validity and practicality of the scaffolding set data were analyzed descriptively, while effectiveness of scaffolding set was analyzed descriptively and using dependent t-test and N-gain. Data analysis results showed that the scaffolding set was valid, easy to implement, and effective aiding 88 students (21 excellent and 67 non-excellent students) explain SSI scientifically. More than 95% of excellent and 80% of non-excellent students were in high (some medium) connection with biochemistry ideas and societal concerns. The scaffolding set helped students explain biochemistry aspects and context of SSI. The finding implies that students need scaffolding, while teachers need scaffolding set to aid their students in SSI-based science teaching and learning to scientifically explain SSI.