Flipped Classrooms for Advanced Science Courses

This aims to determine the effect of the 5E learning on student learning Autonomy. The research subjects are 84 PGSD students. 5E Learning applicants with the syntax of Engagement, Exploration, Exploration, Elaboration, and Evaluation were carried out in advanced science courses in the second semester. Research with the type of quasi experiment using questionnaires as a measure of student learning Autonomy. The results showed that the mean score of the control group and the experimental group had increased. The Mann-Whitney U test obtained a significance of 0.039 and the effect of the 5E learning showed a high category with score of N gain is 0.98. it can be concluded that the 5E learning affects student learner autonomy.

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Can the WRAT-4 Math Computation Subtest Predict Final Grade in College-Level Science

Review of European Studies ◽

10.5539/res.v10n4p144 ◽

2018 ◽

Vol 10 (4) ◽

pp. 144

Author(s):

Robert John Zagar ◽

Joseph W. Kovach ◽

Ahmed Lakhani ◽

Tracy Stone ◽

Ishup Singh ◽

...

Keyword(s):

College Level ◽

Final Grade ◽

Science Courses ◽

College Curriculum ◽

Entry Level ◽

Wide Range Achievement Test ◽

High School Grades ◽

Wide Range ◽

Science Classes ◽

Advanced Science Courses

Seventy-one, freshman through senior undergraduate college students 28 males and 43 females, M age =22.34 yr., SD = 4.20 in 5 different science classes were administered the Wide Range Achievement Test Fourth Edition (WRAT-4) Math Computation Subtest. Predictive validity coefficients were calculated relative to the criterion of the final class grade. The validity coefficient for the pre-course WRAT score was statistically significant. The WRAT-4 Math subtest can be used by instructors to examine performance on specific items to judge the appropriateness of a student’s placement in either entry-level or advanced science courses. However, high school grades are also a good predictor of completing the college curriculum and should be used along with math computation skills scores. Also motivation to complete college level science courses and socioeconomic status may be covariates in predicting college science final grade and eventual graduation from college.

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LEARNER AUTONOMY USING 5E LEARNING CYCLE

Dinamika Jurnal Ilmiah Pendidikan Dasar ◽

10.30595/dinamika.v11i2.5004 ◽

2019 ◽

Vol 11 (2) ◽

pp. 71

Author(s):

Fatchul Fauzi

Keyword(s):

Test Score ◽

Learner Autonomy ◽

Learning Cycle ◽

Control Group ◽

Research Subjects ◽

Science Courses ◽

High Category ◽

The Mean ◽

Advanced Science Courses ◽

Experimental Group

This resarch aims to determine the effect of the 5E learning cycle on learner autonomy. Research with the type of quasi experiment using questionnaires as a measure of learner autonomy. The research subjects are 84 PGSD students. 5E Learning Cycle applicants with the syntax of Engagement, Exploration, Exploration, Elaboration, and Evaluation were carried out in advanced science courses in the second semester.. The results showed that the mean pre-test score of the control group and the experimental group had increased. The Mann-Whitney U test obtained a significance of 0.039 and the effect of the 5E learning cycle showed a high category with score of N gain is 0.98. So that it can be concluded that the 5E learning cycle affects student learner autonomy.

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The Structural Relationship Between Out-of-School Time Enrichment and Black Student Participation in Advanced Science

journal for the education of the gifted ◽

10.1177/0162353217745381 ◽

2017 ◽

Vol 41 (1) ◽

pp. 43-59 ◽

Cited By ~ 2

Author(s):

Jamaal Young ◽

Jemimah Young

Keyword(s):

High School ◽

Socioeconomic Status ◽

Black Students ◽

Black Student ◽

Student Participation ◽

Structural Relationship ◽

Science Courses ◽

Out Of School Time ◽

School Time ◽

Advanced Science

The researchers tested a model of the structural relationship between Black student engagement in out-of-school time (OST) science enrichment and participation in advanced science courses in high school. The participants in the sample were Black students ( N = 3,173) who participated in the High School Longitudinal Study of 2009/2012. The student participants were in the ninth grade and ranged in age from 14 to 16 years. The results suggested that the model adequately fit the data, and that a direct relationship existed between OST enrichment and Black student participation in advanced science. In addition, Black female students participated statistically significantly more in advanced science than their male peers. Socioeconomic status also was a statistically significant indicator of advanced science course participation. Engagement in OST was not statistically significantly influenced by gender or socioeconomic status. This research extends the implications of informal science, technology, engineering, and mathematics (STEM) to support the diversification of advanced high school science courses and STEM participation by providing distinct estimates of the effects of OST on Black students.

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