scholarly journals Mars Explorers: A Science Inquiry-Based Learning Project in Preschool

2021 ◽  
Author(s):  
Isabel Zudaire ◽  
Raquel Buil ◽  
Irantzu Uriz ◽  
María Napal
Keyword(s):  
Conceptual Knowledge ◽  
Saline Water ◽  
Science Inquiry ◽  
Inquiry Based Learning ◽  
Academic Knowledge ◽  
School Practice ◽  
Self Confidence ◽  
School Placement ◽  
Scientific Skills ◽  
Preschool Setting

AbstractInquiry-based science education has become one of the most effective methodologies to learn science; however, proposals in preschool are scarce. Different factors are responsible for this situation, such as the low self-confidence of teachers to teach science and the belief that young children are unable to develop certain reasoning skills. This study reports the implementation of an inquiry-based science project in a preschool setting, in the context of a preservice teacher’s school placement. The project aimed to promote the development of basic and integrated scientific skills, enhance acquisition of conceptual knowledge and make the students enjoy while learning science. The intervention is described thoroughly and illustrated with examples from the real implementation of the theoretical IBSE sequence. At the beginning of the proposal, the students received a hypothetical letter from the astronaut Pedro Duque, in which they were asked for help to plan his trip to living on Mars, a cold planet, with only frozen and saltwater. After some introductory POE (predict, observe, and explain) experiences on the perception of temperature and activities with fresh and saline water, the students performed a piece of research: growing lettuce in four different conditions, combining two variables: temperature and the salinity of water. As the project developed, the students progressively gave better descriptions and justifications, and also showed great interest in performing more “research experiments”. For the preservice teacher, the project provided an excellent opportunity to implement academic knowledge in school practice.

scholarly journals Pengaruh Ekstrakurikuler Muhadhoroh terhadap Karakter Percaya Diri Peserta Didik dalam Pembelajaran Tematik

IBTIDA' ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 133-145
Author(s):  
Allinda Hamidah
Keyword(s):  
Extracurricular Activities ◽  
Research Data ◽  
The Self ◽  
Class Iii ◽  
Self Confidence ◽  
Scientific Approach ◽  
Scientific Skills ◽  
Thematic Learning ◽  
Academic Year ◽  
Grade Iii

The 2013 curriculum applies integrated thematic learning with a scientific approach in elementary schools. One of the scientific skills that must be mastered by students in the scientific approach is communicating. The majority of students still find it difficult to form confident characters to master these skills. Related to this, several schools hold extracurricular activities to help students develop their interests, including helping students to build self-confidence. Extracurricular that can form a confident character is extracurricular muhadhoroh. One of the institutions that implement Muhadhoroh Extracurricular is MI Islamiyah Ngarum Lamongan, This study aims to determine the application of extracurricular muhadhoroh, Knowing the confident character, and Knowing the confident character of grade III, IV and V students in thematic learning through MI Islamiyah Ngarum in the academic year 2020/2021, The results of this study indicate that extracurricular muhadhoroh MI Islamiyah Ngarum is included in the active criteria with a percentage value of 69-78%, the character of the students' confidence In class III, IV and V thematic learning at MI Islamiyah Ngarum, it is included in the confidence criteria with the results of the percentage value of 72-90, the value of r calculated based on the results of research data analysis calculated using the product moment correlation formula, namely When compared with r table, the results obtained r count> r table with a significant level of 5% (>0.5140). This shows that the correlation to the influence of Muhadhoroh extracurricular activities on the self-confident character of students in thematic learning for grades III, IV and V at MI Islamiyah Ngarum Medium.

Self-Confidence in Science Inquiry Learning--Model

2021 ◽  
Author(s):  
Jon-Chao Hong ◽  
Hsien-Sheng Hsiao ◽  
Po-Hsi Chen ◽  
Chow-Chin Lu ◽  
Kai-Hsin Tai ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Learning Model ◽  
Self Confidence

Nurses’ Perceptions of Their Self-confidence and the Benefits and Risks of Family Presence During Resuscitation

2008 ◽  
Vol 17 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Renee Samples Twibell ◽  
Debra Siela ◽  
Cheryl Riwitis ◽  
Joe Wheatley ◽  
Tina Riegle ◽  
...  
Keyword(s):  
Conceptual Knowledge ◽  
Assessment Tools ◽  
Professional Organizations ◽  
Family Presence ◽  
Advantages And Disadvantages ◽  
Risks And Benefits ◽  
Self Confidence ◽  
Hospital Units ◽  
The Family ◽  
Nurses Perceptions

Background Debate continues among nurses about the advantages and disadvantages of family presence during resuscitation. Knowledge development about such family presence is constrained by the lack of reliable and valid instruments to measure key variables. Objectives To test 2 instruments used to measure nurses’ perceptions of family presence during resuscitation, to explore demographic variables and perceptions of nurses’ self-confidence and the risks and benefits related to such family presence in a broad sample of nurses from multiple hospital units, and to examine differences in perceptions of nurses who have and who have not invited family presence. Methods Nurses (n = 375) completed the Family Presence Risk-Benefit Scale and the Family Presence Self-confidence Scale. Results Nurses’ perceptions of benefits, risks, and self-confidence were significantly and strongly interrelated. Nurses who invited family presence during resuscitation were significantly more self-confident in managing it and perceived more benefits and fewer risks (P < .001). Perceptions of more benefits and fewer risks were related to membership in professional organizations, professional certification, and working in an emergency department (P < .001). Data supported initial reliability and construct validity for the 2 scales. Conclusions Nurses’ perceptions of the risks and benefits of family presence during resuscitation vary widely and are associated with how often the nurses invite family presence. After further testing, the 2 new scales may be suitable for measuring interventional outcomes, serve as self-assessment tools, and add to conceptual knowledge about family presence.

scholarly journals Implementasi Pembelajaran Berbasis Inkuiri Wenning Berbantuan e-UKBM untuk Meningkatkan Keterampilan Ilmiah Peserta Didik

2018 ◽  
Vol 2 (4) ◽  
pp. 363
Author(s):  
Luh Emy Kertiasih
Keyword(s):  
Scientific Knowledge ◽  
Learning Process ◽  
Scientific Inquiry ◽  
Inquiry Science ◽  
Inquiry Based Learning ◽  
Product And Process ◽  
Important Position ◽  
Scientific Skills ◽  
Academic Year

Science is essentially about product (scientific knowledge) and process (scientific inquiry). Science product and process have an equally important position in learning. However, the learning process about science, especially Biology, in the classroom only aims to understand and implement the concept, principle, and biological law. This causes students' scientific skills to be low. One of efforts that can be done to improve scientific skills is by implementing inquiry-based learning assisted by e-UKBM. This study aims to improve the students’ scientific skills and to determine the response of students to the learning that is applied. The subjects in this study were 27 students in class XI IPA 2 in SMA Negeri Bali Mandara in the odd semester of Academic Year 2018/2019. Scientific skills in this study were measured using an observation sheet. Based on this research, it was found that the students’ scientific skills had exceeded minimal learning completeness. Therefore, this study had succeeded in improving the students’ scientific skills.

scholarly journals The implementation of inquiry based learning in teaching speaking to narrative text by using fairy tale for the eighth grade students of SMPN 2 Jiwan Madiun

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Eka Rifael Dipriyansyah
Keyword(s):  
Learning Process ◽  
Fairy Tale ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Inquiry Based Learning ◽  
Reading And Writing ◽  
Good Communication ◽  
Self Confidence ◽  
Teachers And Students ◽  
Eighth Grade Students

<p>There are four skills in English, namely listening, speaking, reading, and writing. Speaking is the main skill compared to others, because in the process of teaching and learning English teachers and students need a good communication to do speaking activities in expressing their ideas. One method and media for teaching speaking is Inquiry Based Learning used in teaching speaking to narrative text by using fairy tale. The purpose of this study is to describe how to use and the advantages of the shortcomings of Inquiry Based Learning in teaching narrative text by using fairy tale. The strengths of this study is making students feel comfortable, not bored, happy, and building students for self-confidence, increasing students 'ability to analyze sources, motivating students to practice speaking and increasing students' ability to cooperate. The disadvantages are the students who are passive and still dependent on their smart friends, and during the presentation students get problems in composing sentences because of their limited vocabulary. Inquiry Based Learning in teaching speaking to narrative text by using fairy tale can help teachers and students in the learning process, especially in speaking.</p>

scholarly journals INCLUSIVE TEACHER PROFILE

2019 ◽  
Vol 32 (1) ◽  
pp. 105-111
Author(s):  
Violeta Kyurkchiyska
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Learning Needs ◽  
Integrated Learning ◽  
Special Educational Needs ◽  
Academic Knowledge ◽  
Self Confidence ◽  
Approach Working ◽  
Inclusive Schooling ◽  
Schooling System

In modern schools, children with different opportunities and needs are trained and educated. The new social reality requires an organization of the educational process involving all students, regardless of their potential. Together students with learning difficulties, with special educational needs, children at risk and those with outstanding opportunities in science, art and sports will be trained. This is called an inclusive schooling system, which is different from the traditional integrated schooling system. The latter has the character of inclusion, i. integrated learning provides an opportunity for children with learning needs to participate in an educational environment for everyone. This is ensured by building a supportive environment that includes appropriate architectural and social living conditions, individual educational programs, complex pedagogical assessment team, special educational tools and equipment, didactic materials and tools, etc. Unlike integrated, inclusive schooling is a humane act that implies no spatial mixing of children, emphasizes on quality education, regardless of opportunities and needs. A process in which integrated learning has a significant place, a process that seeks to eliminate all forms of segregation in education, encompass vulnerable and isolated children, and to encourage and foster the participation of all children.This implies a change in the overall educational process in the center of which is the teacher. One who implements training that responds adequately to the variety of students with different opportunities. One who uses methods and tools, on the basis of which the individuality of the learner is leading and contributing to the mastery of key competences by all students. The inclusive teacher has an adequate teaching (not only for academic knowledge but for developing social and other competencies and support.) Furthermore, an inclusive teacher educates in tolerance and respect for differences and, on the other hand, stimulates the introduction of a pedagogical, child-oriented approach. Working in a team of specialists in the direction of socializing and educating students by creating conditions for increased social contacts and relationships, helping to build self-confidence related to capable achievements and achievements are just some of the tasks. Moreover, the teacher prepares students for a successful transition to every next life stage.The inclusion teacher's profile is built in parallel with the implementation of inclusive education. There are many unresolved issues and challenges ahead of him that will allow him to participate in various trainings.Inclusive teacher qualification more than ever becomes a permanent process that is part of his career development and professionalism.

scholarly journals Towards a science inquiry test in primary education: development of items and scales

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Margus Pedaste ◽  
Aleksandar Baucal ◽  
Elle Reisenbuk
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Learning Outcomes ◽  
Primary Education ◽  
Science Learning ◽  
Science Inquiry ◽  
Inquiry Based Learning ◽  
Analytical Skills ◽  
Confirmatory Factor

Abstract Background Inquiry-based learning is widely applied in science education; however, so far, the outcomes of learning process have been systematically assessed mainly at the secondary school level. For primary school students, there is no valid instrument for assessing the outcomes of their science inquiry. The aim of the current study was to develop a test for assessing science learning outcomes (analytical skills, planning skills, interpretation skills, and science knowledge) related to the five phases of inquiry-based learning (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) at primary education level (ISCED 1). Results A set of contextualized science tasks was created to assess each of the learning outcomes at three levels. The Science Inquiry Test for Primary Education (SIT-PE test) was developed through several phases, including pilot studies with large groups of fourth-grade students (10 to 11 years of age). The 1 PL Item Response Theory model was used to analyze the quality of the test and items based on the test’s reliability score, item difficulty measure, infit and outfit indices, estimation of item discrimination, item-scale correlation, and the quality of the scoring key. The final test, consisting of 24 items, was used with a sample of 1868 students. The analysis showed the SIT-PE test to be of good quality on test level and item level and to also have good predictive validity. Confirmatory factor analysis revealed that the correlated factors model and second-order factor model of the science learning outcomes both had a good fit to data collected with the SIT-PE test. Confirmatory factor analysis confirmed the multidimensionality of science learning outcomes and validated four dimensions of the model: analytical skills, planning skills, interpretation skills, and science knowledge. Conclusions In conclusion, the SIT-PE test could be further used for assessing students’ inquiry competence in primary education. However, it could be even further improved in several ways and this study provides guidelines on how to do that. In addition, the SIT-PE provides test developers with information on how to design derivations of the SIT-PE test for assessing particular science inquiry outcomes or the same outcomes in older age groups as well.

Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning

2021 ◽  
Vol 166 ◽  
pp. 104172
Author(s):  
Jon-Chao Hong ◽  
Hsien-Sheng Hsiao ◽  
Po-Hsi Chen ◽  
Chow-Chin Lu ◽  
Kai-Hsin Tai ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Critical Attitude ◽  
Self Confidence
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