Multifaceted Instructional Design Strategies in Improving Generic Science Skills (GSS): A Review

Abstract

Sri Lanka’s Advanced Level Biology curriculum, known for its competitiveness, has been criticized for being overly theoretical and lacking essential Generic Science Skills (GSS), crucial for fostering scientific competence. This study aims to clarify the concept of GSS, identify its components, and determine suitable teaching methods, instructional design strategies, and assessment techniques to enhance students’ GSS proficiency. Adopting a deductive approach, a qualitative systematic review was conducted following the ENTREQ framework. Data were collected from four databases-Google Scholar, ERIC, World Wide Science, and Science.gov-between June and August 2024 using the keywords “Generic Science Skill” and “Science Generic Skill.” Of 773 articles retrieved, 60 met the inclusion criteria: published between 2010 and 2024, in English, with relevant keywords in the title. GSS are conceptually synthesized and defined as fundamental competencies that enable individuals to think critically and apply scientific knowledge in decision-making. Ten core components of GSS were identified: direct observation, indirect observation, awareness of magnitude, symbolic language, logical consistency, logical framework, logical inference, cause and effect, mathematical modelling, and abstraction. Effective teaching methods found in the literature include inquiry-based learning, ethnoscience approaches, and problem-based learning. Instructional design models such as ADDIE, SSCS, 4D, and Mini-Course Design were recognized as effective for developing GSS, while the PLOMP model was identified as an effective assessment framework for evaluating GSS proficiency.