Interactive socio-scientific inquiry for promoting scientific literacy, enhancing biological knowledge, and developing critical thinking

Pro-environment policies require public support and engagement, but in countries such as the USA, public support for pro-environment policies remains low. Increasing public scientific literacy is unlikely to solve this, because increased scientific literacy does not guarantee increased acceptance of critical environmental issues (e.g. that climate change is occurring). We distinguish between scientific literacy (basic scientific knowledge) and endorsement of scientific inquiry (perceiving science as a valuable way of accumulating knowledge), and examine the relationship between people's endorsement of scientific inquiry and their support for pro-environment policy. Analysis of a large, publicly available dataset shows that support for pro-environment policies is more strongly related to endorsement of scientific inquiry than to scientific literacy among adolescents. An experiment demonstrates that a brief intervention can increase support for pro-environment policies via increased endorsement of scientific inquiry among adults. Public education about the merits of scientific inquiry may facilitate increased support for pro-environment policies.

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The Practicality of Teaching Materials on Types of Crab in the Mangrove Forest Area to Improve Critical Thinking Skills for Islamic High School Students

BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan ◽

10.20527/bino.v3i1.9476 ◽

2021 ◽

Vol 3 (1) ◽

pp. 18

Author(s):

Nahri Fauzan ◽

Mochamad Arief Soendjoto ◽

Muhammad Zaini

Keyword(s):

High School Students ◽

Critical Thinking ◽

Scientific Literacy ◽

Mangrove Ecosystem ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teaching Materials ◽

School Students ◽

Roles And Responsibilities ◽

Good Improvement

The crab is an organism that has pe a major role in the mangrove ecosystem. The preservation of the mangrove ecosystem cannot be separated from the roles and responsibilities of humans. This can be started by creating awareness and practicing thinking skills to provide solutions to various existing environmental problems. According to the results of the TIMSS study, the low scientific ability of Indonesian students, especially its implementation in the form of scientific literacy, has not shown a good improvement so that learning innovations are needed, one of which is the manufacture of environment-based teaching materials. The purpose of this study was to describe the practicality of the teaching materials "Crab Types in the Mangroves Area" in training students' critical thinking skills at MAN Tanah Laut. The type of research used is the Tessmer formative test. The research data were analyzed descriptively, practical data included the feasibility of using teaching material and student responses, indicating that the teaching materials developed were practical for use in learning and could improve the critical thinking skills of MA students.Abstrak Kepiting merupakan organisme yang memiliki peran besar dalam ekosistem mangrof. Kelestarian ekosistem mangrof tidak luput dari peran dan tanggung jawab manusia. Hal ini dapat dimulai dari menciptakan kesadaran dan melatih keterampilan berpikir agar dapat memberikan solusi-solusi dari berbagai permasalahan lingkungan yang ada. Hasil studi TIMSS menunjukkan rendahnya kemampuan sains siswa Indonesia terutama implementasinya dalam bentuk literasi sains belum menunjukkan adanya peningkatan yang baik sehingga diperlukan inovasi pembelajaran salah satunya dengan pembuatan bahan ajar berbasis lingkungan. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan Bahan Ajar “Jenis Kepiting di Kawasan Mangrof” dalam melatihkan keterampilan berpikir kritis siswa MAN Tanah Laut. Jenis penelitian yang digunakan adalah uji formatif Tessmer. Data hasil penelitian dianalisis secara deskriptif, data kepraktisan meliputi kepraktisan penggunaan bahan ajar dan respon siswa, menunjukkan bahwa bahan ajar yang dikembangkan praktis untuk digunakan dalam pembelajaran dan dapat meningkatkan kemampuan berpikir kritis siswa MA.

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AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

Sustainability ◽

10.3390/su132212787 ◽

2021 ◽

Vol 13 (22) ◽

pp. 12787

Author(s):

Yang Yang ◽

Su Cai ◽

Yuxi Wen ◽

Jiangxu Li ◽

Xinyue Jiao

Keyword(s):

Learning Environment ◽

Scientific Inquiry ◽

Scientific Literacy ◽

Science Learning ◽

Qualitative Data ◽

Structured Interview ◽

Fifth Grade ◽

Pedagogical Tool ◽

Positive Effects ◽

Teachers And Students

This study constructed the EIA (Experience–Inquiry–Application) model to evaluate its extent on promoting scientific inquiry activities under an AR learning environment in an upper primary science course setting. Two hundred and nine fifth-grade Chinese students were randomly assigned to one of the three conditions, as a quasi-experiment was conducted to investigate how the EIA model and the AR learning environment influence students’ science learning. Both quantitative and qualitative data were collected. Quantitative data suggest that students who participated in the EIA model under the AR setting performed the best; it also gives evidence to support that both the EIA model and the AR environment has significant positive effects on students’ performance in science learning. Qualitative data, in the form of a semi-structured interview with teachers and students, reveal that AR is able to be used for experiments that were originally deemed impossible, and it inspires students’ motivation for knowledge acquisition. Moreover, the EIA model empowers students in small-group collaboration, and is a good pedagogical tool to summarize units. EIA and AR form a bond of theory and technology and it strengthens students in manifold ways when it is deeply interwoven.

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Science literacy, critical thinking skill, and motivation: A correlational study

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v6i2.11124 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Rosita Primasari ◽

Mieke Miarsyah ◽

R. Rusdi

Keyword(s):

High School Students ◽

Critical Thinking ◽

Random Sampling ◽

Scientific Literacy ◽

Sampling Technique ◽

Simple Random Sampling ◽

Total Sample ◽

Thinking Skill ◽

Critical Thinking Skill ◽

School Students

Scientific literacy and critical thinking skill are the considerable 21st century competencies must be owned by nowadays students. This study aimed at determining the correlation among three variables i.e. critical thinking skill, motivation, and scientific literacy possessed by high school students. The research used a quantitative approach to explore the correlation among variables observed. The total sample were 124 of X MIPA graders selected using the simple random sampling technique. The data collection was carried out by providing test instruments to measure students’ critical thinking skill, motivation, and scientific literacy. The all variables then were analyzed using multiple linear regression. The results showed that (1) there was a positive correlation between the critical thinking skill and scientific literacy (11.83%), (2) there was no significant correlation between motivation and scientific literacy, and (3) the both predictors (i.e. critical thinking skill and motivation) were able to predict the criterion (scientific literacy) (22.56%). It is suggested to optimize students’ critical thinking skill and motivation to sharpen students’ scientific literacy.

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PENGEMBANGAN BERPIKIR KREATIF

AL-ASASIYYA Journal Of Basic Education ◽

10.24269/ajbe.v3i1.1302 ◽

2018 ◽

Vol 3 (1) ◽

pp. 105

Author(s):

Syarifan Nurjan

Keyword(s):

Critical Thinking ◽

Scientific Inquiry ◽

Creative Thinking ◽

Divergent Thinking ◽

Thinking Skills ◽

Thought Process ◽

Complex Thinking ◽

The Subject ◽

Thinking Processes ◽

Mind Maps

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about creative thinking.

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Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students

International Journal of Higher Education ◽

10.5430/ijhe.v10n2p27 ◽

2020 ◽

Vol 10 (2) ◽

pp. 27

Author(s):

Nadia M Cartwright ◽

Payal Patil ◽

Danyelle M Liddle ◽

Genevieve Newton ◽

Jennifer M Monk

Keyword(s):

Critical Thinking ◽

Group Dynamics ◽

Group Work ◽

Scientific Literacy ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Collaborative Group ◽

Science Students ◽

Nutritional Science ◽

Work Contract

Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. We determined the effectiveness of a Group Work Contract to facilitate professional behaviours and positive experiences amongst fourth year nutritional science students (n=144) while working collaboratively to complete a Group Literature Critique Assignment designed to promote scientific literacy and critical thinking skills. Changes in students’ attitudes and approaches to group work were assessed before and after completion of the contract and the assignment via two online surveys (Pre- and Post-Group Work Surveys). Completion of the Group Work Contract improved group dynamics including i) frequency of communication, ii) distribution of effort between group members, iii) mutual reliability, iv) respectfulness and inclusivity. Students also reported fewer group problems and an improved ability to work collaboratively in problem solving (P<0.05). Importantly, students reported reduced feelings of anxiety related to group learning and perceptions of achieving a better outcome versus working alone and learning more as a result of working in a group (P<0.05). Additionally, students reported an improvement in their job readiness perceptions with respect to the development of their scientific literacy and critical thinking skills as a result of completing the Group Literature Critique Assignment (P<0.05). Collectively, this data demonstrates that structuring the group work process through the implementation of a Group Work Contract can support the development of positive and effective group dynamics resulting in reduced student anxiety about collaborative learning and perception of a better overall outcome.

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PENERAPAN MODEL PEMBELAJARAN SCIENTIFIC INQUIRY UNTUK MENINGKATKAN KEMAMPUAN LITERASI SAINS PESERTA DIDIK PADA SUB MATERI POKOK FLUIDA DINAMIS

Journal of Teaching and Learning Physics ◽

10.15575/jotalp.v1i1.3429 ◽

2019 ◽

Vol 1 (1) ◽

pp. 7-12

Author(s):

Enden Suhila ◽

Chaerul Rochman ◽

Endah Kurnia Yuningsih

Keyword(s):

High School ◽

Feasibility Study ◽

Scientific Inquiry ◽

Random Sampling ◽

Scientific Literacy ◽

Fluid Dynamic ◽

Literacy Skills ◽

Learning Processes ◽

Sampling Techniques ◽

Dynamic Data

The purpose of study is to determine the feasibility of learning processes and increase science literacy skills of learners using ‘Scientific Inquiry’ model of learning on the fluid dynamic. Data katerlaksanaan activity of teacher and students is obtained through observation sheets, while data on the literacy skills of learners is obtained through the test description.The method used in this research is pre-experiment. The study was conducted in Muhammadiyah Al-Furqon senior high school Tasikmalaya class XI IPA-B. The sample in the study were 28 students who were selected using random sampling techniques. The results obtained in this study: (1) feasibility study by using 'Scientific Inquiry' model of learning is in very good category; (2) the literacy skills of learners sins increase in gain results. The magnitude of the increase scientific literacy of students can be seen from the average N-Gain learners of 0.67 categorized being. Thus there is increasing scientific literacy capability of learners through the 'Scientific Inquiry' model of learning in fluid dynamic.

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The Effect of Inquiry Learning Model And Scientific Literacy Toward Students’ Critical Thinking Skills In Primary School

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v2i3.2427 ◽

2020 ◽

Vol 2 (3) ◽

Author(s):

Nia Devi Anggraini ◽

I Made Astra ◽

Erry Utomo

Keyword(s):

Critical Thinking ◽

Primary School ◽

Scientific Literacy ◽

Inquiry Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Guided Inquiry ◽

Tukey Test

The aim of this study is to determine the effect of Inquiry Learning Model and Scientific Literacy toward students’ Critical Thinking Skills in Primary School. This Study was Conducted at SD Islam Al-Ikhwan Tangerang in Fifth Graders. The True Experiment Method with Two Way Anava design (treatment by level 2x2) was implemented in this study. 40 students as the sample was selected by simple random sampling. Students in experimental group were learned through Inkuiri Mandiri model. Meanwhile, in control group, students were learned through Guided Inquiry. Based on data analysis, it was obtained: (1) the student’s critical thinking skills given by Inkuiri Mandiri Model is higher than Guided Inquiry, as evidenced by Fcount (10.93) > Ftable (4.10 ); (2) there is influence of interaction between learning models and scientific literacy toward student’s critical thinking skills, this can be seen from the acquisition price of Fcount (58.926) > Ftable (4.10); (3) student’s critical thinking skills given Inkuiri mandiri Model is higher than Guided Inquiry in group of students with high scientific literacy, with the Tukey-test Qcount Test (10.986) > Qtable (4.33); and (4) student’s critical thinking skills given Inkuiri Mandiri Model is lower than Guided Inquiry in group of students who have low scientific literacy, with the Tukey-test Qcount Test (4.369) > Qtable (4.33).

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