Abstract
Addressing the longstanding challenge of bridging theoretical learning with practical applications is essential in education. To tackle this, educators must adopt innovative instructional approaches, integrating real-world experiences into learning. This study investigated how Design-Based Biology Education (DBE) influences students’ cognitive flexibility, growth mindset, and transdisciplinary thinking, alongside exploring the moderating role of academic resilience, and the predictive relationship between transdisciplinary thinking and cognitive flexibility and growth mindset among biology students. Conducted with 141 senior high school students in Quezon City, the study employed a three-group pretest-posttest quasi-experimental design, dividing students into DBE, Problem-Based Learning (PBL), and conventional teaching groups. Data collection involved Likert scales (Cognitive Flexibility Inventory, Mindset Theory Scale, Filipino Learners’ Academic Resilience Scale, Transdisciplinary Thinking Scale) and qualitative methods (student journals, focus groups, observational notes). Analysis methods included Levene’s test, ANOVA, Tukey’s HSD, moderated and simple linear regression, supported by thematic analysis of qualitative data. Results highlighted DBE’s significant enhancement of cognitive flexibility, growth mindset, and transdisciplinary thinking, with PBL also improving transdisciplinary thinking. Academic resilience moderated DBE’s effects on outcome variables, while transdisciplinary thinking positively predicted cognitive flexibility and growth mindset. The study identified five core features forming the DREAM instructional framework: integrating design thinking with empathy, fostering resilience, promoting transdisciplinary projects, teaching growth mindset principles, and using authentic assessment. Implications include enhancing biology education through DBE and exploring its broader impacts on systems thinking, engagement, critical thinking, and metacognition. Future research should refine methodologies and explore diverse educational contexts to deepen understanding DBE’s effects.
Presenters
Joelash HonraDoctor of Philosophy (Curriculum Studies), College of Education, University of the Philippines, Philippines
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design-Based Biology Education, Design Thinking, Instructional Innovation Framework, Problem-Based Learning
