Concept acquisition and scientific literacy of physics within inquiry-based learning for STEM Education

Abstract: The aim of research was to describe the effect of the application of Inquiry-Based Learning (IBL) integrated the Nature of Science (NOS) on student scientific literacy. The implementation design used was nonrandomized control group pretest-posttest design with research subjects using two classes namely VII C (control class) and VII D (experimental class) of SMP Laboratorium UM. Data was collected using a scientific literacy test and then analyzed descriptively and statistically and the results are that the application IBL integrated NOS influences students' scientific literacy with level of scientific literacy of students is included in the nominal and functional categories. Abstrak: Penelitian bertujuan untuk mengetahui pengaruh penerapan pembelajaran sains berbasis Inquiry Based Learning (IBL) terintegrasi Nature of Science (NOS) terhadap literasi sains siswa dengan menggunakan desain implementasi nonrandomized control group pretest-posttest design pada subjek penelitian siswa kelas VII C (kelas kontrol) dan VII D (kelas eksperimen) di SMP Laboratorium UM. Data dikumpulkan dengan menggunakan tes uraian literasi sains lalu dianalisis secara deskriptif dan statistik yang menunjukkan hasil bahwa penerapan pembelajaran sains berbasis IBL terintegrasi NOS berpengaruh terhadap literasi sains siswa yang mana berada pada tingkat nominal dan fungsional.

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Problem-Based Learning Integration in Stem Education to Improve Environmental Literation

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v8i7.2836 ◽

2021 ◽

Vol 8 (7) ◽

pp. 374

Author(s):

Chairunnisa Widowati ◽

Agung Purwanto ◽

Zarina Akbar

Keyword(s):

Science Education ◽

Search Engine ◽

Stem Education ◽

Scientific Literacy ◽

Problem Based Learning ◽

Environmental Literacy ◽

Environmental Problems ◽

Education Students ◽

Education Journal ◽

Google Search

This study aims to see the integration of problem-based learning in STEM education can improve the environmental literacy of elementary education students. The research is qualitative and uses the literature study method. Searching journals from the Science Direct search engine, Science Education Journal, ERIC, Google search engine, and others with the keywords Problem-Based Learning, Science, Technology, Engineering and Mathematics (STEM), environmental literacy, scientific literacy resulted in 3,298 journals. Derived from Sciencedirect 2016 journals, ERIC 873 journals, Indonesian Science Education Journal 49 journals. Through the above process, 8 journals were obtained. The appropriate journal was then analyzed and extracted. Journals that mostly show the STEM integrated Problem Based Learning learning method as one of the learning methods which is expected to be able to increase the literacy of students. This achievement is determining environmental problems, initiating ideas, mastering environmental problems, controlling environmental problems, creating products as a form of overcoming environmental problems and testing these products. This is because environment-based learning is effective in improving the attitudes and knowledge of students. Based on the results of the literature review, it can show that the application of STEM education that is integrated with the PBL learning model can improve environmental literacy in basic education students.

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Environmental habitat restoration and inquiry-based learning with New York City public schools—an urban model in STEM education

Journal of Environmental Studies and Sciences ◽

10.1007/s13412-018-0530-5 ◽

2018 ◽

Vol 9 (3) ◽

pp. 322-326 ◽

Cited By ~ 2

Author(s):

Lauren Birney ◽

John Cronin

Keyword(s):

New York ◽

New York City ◽

Public Schools ◽

Stem Education ◽

York City ◽

Habitat Restoration ◽

Inquiry Based Learning ◽

Urban Model

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“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context

Proceedings of the Singapore National Academy of Science ◽

10.1142/s2591722621400093 ◽

2021 ◽

Vol 15 (02) ◽

pp. 91-104

Author(s):

Shani Zur ◽

Tali Tal

Keyword(s):

Nature Of Science ◽

Stem Education ◽

Experimental Approach ◽

Inquiry Learning ◽

Scientific Practices ◽

Development Programs ◽

Activity Data ◽

Inquiry Based Learning ◽

Interpretive Study ◽

Supporting Teachers

Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views regarding implementing inquiry-based learning. The participants enrolled in three professional development programs. They were engaged in multiple genres of inquiry and were encouraged to design an inquiry activity. Data sources included observations, interviews, questionnaires, assignments, and reflections. Findings indicate that with regard to inquiry implementation, teachers were highly concerned about their students’ competency and their own’s working context. Teachers who discussed mostly challenges often designed a narrow-controlled inquiry, while teachers who reflected, negotiated, and challenged their initial views addressed more epistemic aspects of inquiry. Implications for supporting teachers’ development of a broader approach to inquiry learning are discussed.

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Examining the Levels of Reasoning Used by Urban Elementary Black Girls Engaging in Technology-Enhanced Inquiry

Advances in Early Childhood and K-12 Education - Improving K-12 STEM Education Outcomes through Technological Integration ◽

10.4018/978-1-4666-9616-7.ch005 ◽

2015 ◽

pp. 86-107

Author(s):

Gayle A. Buck ◽

Nicole Beeman-Cadwallader ◽

Amy Trauth-Nare

Keyword(s):

African American ◽

Scientific Literacy ◽

Educational Experiences ◽

Black Girls ◽

Learning Approaches ◽

African American Girls ◽

Inquiry Based Learning ◽

Complex Reasoning ◽

Technological Tools ◽

Scientific Phenomenon

Technological tools such as interfaces, sensors and probeware are increasingly prevalent in science classrooms. With increased prevalence comes a need to improve the research base on how to use technology in ways that maximize student learning. These resources potentially support inquiry-based learning approaches through the collection and transformation of data. Furthermore, by making data trends evident, these technologies have the potential to support construction of scientific explanations and complex reasoning. The purpose of this study was to analyze the levels of reasoning displayed by African American girls engaged in technology-enhanced inquiry so as to better understand the extent to which technology can support scientific literacy. Our results indicated modest gains in the girls' ability to display data and connect data trends to scientific phenomenon. We believe that studying the experiences and learning of students from historically underrepresented backgrounds in STEM is critical for ensuring equitable educational experiences and access to STEM-related professions.

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