Abstract :
Thisstudywasaimedto:1)developaproblem-basedlearningmodelintheBiologyyeducation,and2)obtaintheexpertevaluationontheappropriatenessofthedevelopedmodel.ThemodelwasdevelopedusingtheinstructionaldesignsystemapproachbasedontheanalysisofBiologyteachers’needs,andliterarystudyonthecharacteristicsandprocessoftheproblem-basedteaching.TheevaluationofthemodelwasdonebytwoexpertsatBiologyeducation.Thedataobtainedfromtheevaluationwereanalyzeddescriptively.ThestructureofthedevelopedmodelinthecoursesofBiologyTeachingStrategies,MicroTeaching,andTeachingPracticumconsistedofthefollowingstages:identificationoftheproblems,planoftheproblemsolving,implementationoftheproblemsolving,presentationoftheproblemsolvingresult,andreflectionoftheproblemsolving.Thosefivestageswerecarriedoutrepeatedlyinseveralcycles.Theresultoftheexpertevaluationshowedthatthedevelopedmodelwasinaccordancewiththecharacteristicsoftheproblem-basedteachingandwasappropriatetobeusedtodeveloptheinquiryteachingcompetencyofpreserviceteachers.
Keywords :
BL model , biology education courses , preservice teachers , inquiry teaching competency
