The Impact Of Using UbD Model On Student’s Critical Thinking In Senior High School Biology

According to Ordinary High School Biology Curriculum Standards,high school biology teacher should cultivate student’s core competences of biology.One of biological core competences is science thinking,it contains critical thinking.Regarding the cultivation of innovative human resources,it is a significant way to pay attention to the cultivation and development of student’s critical thinking.Hence it was a popular research direction that finding more appropriate teaching models and strategies to improve critical thinking,in the study of biology teaching.UbD,stands for understanding by design,is a design model about teaching.UbD model’s ideal is match for critical thinking.The purpose of this research is to explore the impact of using UbD model on student’s critical thinking in senior high school biology.Firstly,this study systematic arranged the theses of UbD model and critical thinking to assessed the current states,clarified the meaning and analyzed the connections between them.Secondly,this work investigated critical thinking level of 418 class-11 students by questionnaire method,and analyzed the validity and reliability of two tools: the questionnaire for critical thinking disposition of senior high school student and the test for critical thinking skills of senior high school student.Based on their pre-test scores,the experimental class and the control class were determined.Thirdly,teaching contents were 2019 High School Biology Elective Compulsory 1“Homeostasis and Regulation” and Elective Compulsory 2 “Biology and Environment”.The pre-test-post-test control class experimental design is chosen for this work,the experimental class applied UbD model and the control class applied general model,during their biology classes.The independent variable in the study is the model of teaching,while the dependent variable is the critical thinking level of students.Finally,the post-test used the same two tools to investigated critical thinking of the experimental class and the control class students.The results of the pre-test and post-test were analyzed using descriptive and inferential statistics to explored the impact of using UbD model on student’s critical thinking.Results:1.The result of student’s critical thinking station showed that student’s critical thinking needs to be improved and some differences between students of different types.On the whole,most of students at the middle level in critical thinking disposition and critical thinking skills.Both of their each sub-items were unbalance.About critical thinking disposition,the disposition of objectivity and initiative were most students at good or above level,the disposition of rigorousness and fairness were most students at lower and below level.About critical thinking skills,focus & define skills were most students at good or above level,review & accommodate skills were most students at lower and below level.From a point of gender,there was a non-significant difference in critical thinking disposition and sub-items between boys and girls.There was a non-significant difference in critical thinking skills between boys and girls,but review & accommodate skills had significant difference.From a point of class level,there was a significant difference between general classes and faster classes in critical thinking disposition and the disposition of rigorousness.There was a significant difference between general classes and faster classes in critical thinking skills and each sub-item.2.The validity and reliability of the two tools were verified.3.There was a significant advancement in critical thinking skills(p=0.012<0.05)after the implementation of UbD model in experimental class.Inference & argument skills(p=0.001<0.05)and review& accommodate skills(p=0.010<0.05)had significant enhanced.Furthermore,there was a non-significant advancement in critical thinking disposition(p=0.352 > 0.05)after the implementation of UbD model in experimental class,but disposition of objectivity(p=0.022<0.05)had significant enhanced.Basing on the processive learning assessment,most students had some improvement in critical thinking.Conclusion: using UbD model in senior high school biology had some positive effects on student’s critical thinking.