scholarly journals Integrating Inquiry Based Learning and Ethnoscience To Enhance Students’ Scientific Skills and Science Literacy

2019 ◽  
Vol 1387 ◽  
pp. 012059
Author(s):  
P W Hastuti ◽  
W Setianingsih ◽  
E Widodo
Keyword(s):  
Science Literacy ◽  
Inquiry Based Learning ◽  
Scientific Skills

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 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 Development of INoSIT (Integration Nature of Science in Inquiry with Technology) Learning Models to Improve Science Literacy: A Preliminary studies

2022 ◽  
Vol 8 (1) ◽  
pp. 18-31
Author(s):  
Amiruddin Takda ◽  
Budi Jadmiko ◽  
Erman Erman
Keyword(s):  
High School Students ◽  
Nature Of Science ◽  
Junior High School ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Science Curriculum ◽  
Curriculum Study ◽  
Biological Science ◽  
Learning Models ◽  
Inquiry Based Learning

Has successfully created the INoSIT learning paradigm to increase students' science literacy competency. This design aims to integrate information and communication technology (ICT) with inquiry and nature of science (NoS) models to teach scientific literacy to junior high school students using a multi-representation method. The BSCS 5E model (Involvement of Biological Science Curriculum Study, Exploration, Explanation, Elaboration, and Evaluation) and the IBL model (Investigation-based learning) have many phases whose implementation requires many processes. So, the INoSIT model is designed to simplify multiple phases or sub-phases. As a result, IBL (inquiry-based learning) is ineffective and inefficient in terms of learning time. It is also challenging to teach scientific literacy of abstract concepts using this method. The study employs a descriptive analysis method in conjunction with a literature review pattern.  The INoSIT model with the syntax Eliciting, Hypothesis, Testing Hypothesis, Elucidation, and Reflection was created from the results of the investigation of the weaknesses of the BSCS 5E (Biological Science Curriculum Study Engagement, Exploration, Explanation, Elaboration, and Evaluation) and the IBL (Inquiry-based learning) models. To construct students' knowledge of literacy and the study is anticipated to contribute to creativity, originality, and the development of a proclivity for inquiry and research

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