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

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

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

scholarly journals Model pembelajaran process oriented guided inquiry learning (POGIL): Peningkatan disposisi matematika dan self-confidence mahasiswa tadris matematika

2018 ◽  
Vol 5 (2) ◽  
pp. 159-167
Author(s):  
Elfi Rahmadhani
Keyword(s):  
Learning Process ◽  
Inquiry Learning ◽  
Average Score ◽  
Guided Inquiry ◽  
Self Confidence ◽  
Before And After ◽  
Process Oriented ◽  
Pre Treatment

Penelitian ini bertujuan untuk mengetahui peningkatan disposisi matematika dan self-confidence mahasiswa dengan menerapkan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL). Penelitian ini merupakan penelitian deskriptif kuantitatif. Subjek penelitian ini adalah mahasiswa Program Studi Tadris Matematika (TMA) STAIN Gajah Putih Takengon semester V sebanyak 67 orang. Instrumen dalam penelitian ini adalah lembar observasi dan angket. Lembar observasi digunakan untuk mengamati aktivitas dosen dan mahasiswa selama perkuliahan berlangsung, serta angket diberikan kepada mahasiswa untuk melihat peningkatan disposisi matematika dan Self-confidence. Pemberian angket disposisi matematika dan self-confidence dilakukan sebelum dan setelah diberikan perlakuan menggunakan model Process Oriented Guided Inquiry Learning (POGIL). Berdasarkan hasil penelitian dapat disimpulkan bahwa model Process Oriented Guided Inquiry Learning (POGIL) dapat meningkatkan disposisi matematika dan self-confidence mahasiswa. Nilai rata-rata disposisi matematika mahasiswa sebelum perlakuan adalah 64,10, sedangkan setelah diberi perlakuan menjadi 76,91. Nilai rata-rata Self-confidence rata-rata sebelum perlakuan adalah 49,61, setelah perlakuan meningkat menjadi 59,79.Model of process oriented guided inquiry learning (POGIL): Improving mathematical disposition and self-confidence of students’ tadris matematika AbstractThis study was aimed to know improvement of students’ mathematical disposition and self-confidence with applying model of Process Oriented Guided Inquiry Learning (POGIL). The method of this study was descriptive quantitative. The subjects were 50 students of Tadris Matematika (TMA) STAIN Gajah Putih Takengon, Nangroe Aceh Darussalam, Indonesia, in semester V. The instruments of this study were observation sheet and questionnaires. Observation sheet was using to observe activities of lecturer and students on learning process, while questionnaire was giving to students to know improvement of their mathematical disposition and self-confidence. The students filled the questionnaire before and after they were given a treatment. Based on the results of this study it could be concluded that model of Process Oriented Guided Inquiry Learning (POGIL) could improve students’ mathematical disposition and self-confidence. The average score of students’ mathematical disposition in pre-treatment was 64.10 and after treatment was 76.91. While, the average score of students’ self-confidence in pre-treatment was 49.61 and after treatment was 59.79.

scholarly journals Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings

2012 ◽  
Vol 34 (2) ◽  
pp. 251-273 ◽  
Author(s):  
Stamatina Anastopoulou ◽  
Mike Sharples ◽  
Shaaron Ainsworth ◽  
Charles Crook ◽  
Claire O'Malley ◽  
...  
Keyword(s):  
Inquiry Learning ◽  
Science Inquiry ◽  
Personal Meaning ◽  
Informal Settings

Sensor-Free Affect Detection for a Simulation-Based Science Inquiry Learning Environment

2014 ◽  
pp. 1-10 ◽  
Author(s):  
Luc Paquette ◽  
Ryan S. J. D. Baker ◽  
Michael A. Sao Pedro ◽  
Janice D. Gobert ◽  
Lisa Rossi ◽  
...  
Keyword(s):  
Learning Environment ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Simulation Based ◽  
Affect Detection

scholarly journals Teachers’ views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching

2017 ◽  
Vol 18 (2) ◽  
pp. 304-309 ◽  
Author(s):  
Ran Peleg ◽  
Malka Yayon ◽  
Dvora Katchevich ◽  
Rachel Mamlok-Naaman ◽  
David Fortus ◽  
...  
Keyword(s):  
Science Classroom ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Chemistry Teaching ◽  
Effective Science ◽  
Funded Project ◽  
Scientific Phenomena ◽  
Traditional Approaches ◽  
Research And Policy ◽  
The Eu

Educational research and policy suggest inquiry as one of the most prominent ways of promoting effective science education. However, traditional approaches towards inquiry learning are not always sufficiently motivating for all learners. The EU-funded project, TEMI – Teaching Enquiry with Mysteries Incorporated, suggests that mysterious scientific phenomena introduced via drama-based pedagogies and showmanship skills could have the potential to engage more students emotionally in science and to entice them to solve the mysteries through inquiry. This paper reports teachers’ views on using storytelling in connection with mysteries in the science classroom. The data stem from a case of chemistry teachers’ continuous professional development within the TEMI project in Israel. Data were collected from 14 teachers by means of a questionnaire, interviews, observations, and written reflection essays. The case discusses teachers’ views on the benefits and difficulties of using story-based science inquiry activities.

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