Perceptions of Grade 12 Socio-Economics Students on the Integration of Real-Life Scientific Applications in Biology Classrooms

Abstract

Lebanon's educational system faces major criticism for its outdated national science curriculum, particularly in addressing essential 21st-century skills. As a result, high school students exhibit disengagement in science classrooms. To tackle these issues, an intervention integrating real-life applications into grade 12SE biology classes was implemented throughout the 2022-2023 academic year. Post-graduation, a survey assessing 31 students' motivation, interest, and attitudes toward science was conducted. Additionally, semi-structured interviews were carried out with 6 students to further explore how the intervention affected students’ perceptions of science. Through the analysis of the survey’s responses, the interview transcripts, and the teacher’s diary, the study explored the impact of real-life applications on students' views of science. Findings revealed a positive impact on students' perceptions of science, aligning with existing literature emphasizing the benefits of real-life applications in learning. This study contributes valuable insights into revitalizing the methods used to teach science and the Lebanese science curriculum by advocating for a more engaging approach. Addressing this study’s limitations and embracing the recommendations discussed, could lead to a more contemporary and effective educational framework, aiming to optimize the integration of real-life applications in science classrooms.