scholarly journals A development of multiple representation-based integrative science learning set to improve scientific literacy in the concept of heat

2021 ◽  
Vol 1968 (1) ◽  
pp. 012018
Author(s):  
A H Odja
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Multiple Representation ◽  
Learning Set ◽  
Integrative Science

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

2017 ◽  
Vol 6 (1) ◽  
pp. 64
Author(s):  
Dwi Sulisworo ◽  
Novitasari Sutadi
Keyword(s):  
Conceptual Understanding ◽  
Scientific Literacy ◽  
Science Learning ◽  
Teaching Method ◽  
Learning Cycle ◽  
Control Group ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Student Independence ◽  
Better Than

<span lang="EN-US">The aim of this study is to observe the application of SLC (science learning cycle) model on improving scientific literacy for secondary vocational schools at physics. Through this research, it will be known its influence of learning methods and contribution to the understanding of physics concepts and student independence learning. This research is a quasi-experimental design with pretest and posttest control group which the independent variable is learning the method and the dependent variable is the conceptual understanding. The result shows that there is an effect of teaching method on the dependent variable. It also shows that the conceptual understanding of the students in the treatment group who applied methods SLC is better than the control group.</span>

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

scholarly journals THE EFFECTIVENESS OF SCIENCE LITERATION CULTURE THROUGH ENCYCLOPEDIC TEACHING MATERIALS IN SCIENCE LEARNING IN PRIMARY SCHOOLS IN THE WEST JAKARTA REGION

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Een Unaenah, M.Pd.
Keyword(s):  
Data Collection ◽  
Scientific Literacy ◽  
Primary Schools ◽  
Science Learning ◽  
Teaching Materials ◽  
Fifth Grade Students ◽  
Student Interests ◽  
Teachers And Students ◽  
Post Test ◽  
Development And Validation

This study emphasizes the importance of teaching materials to improve the culture of scientific literacy in science learning through encyclopedia books. The culture of scientific literacy plays an important role in dealing with everyday life in society, participating in various science-related issues that are complex and greatly affect our view of the world and the place of humans in it and the need for a scientifically literate workforce is thought to be improved through teaching materials encyclopedia. Thus, there is scientific literacy between students, and between teachers and students through a teaching material tailored to student interests which aims to create a culture of scientific literacy. The purpose of this study was to obtain a product and determine the learning outcomes of fifth grade students after using encyclopedia teaching materials. The quantitative method through the pre-test and post-test used in this approach is data collection by means of data collection, planning, product development and validation and testing stages. This research was conducted in 3 elementary schools in West Jakarta, namely SDN Sukabumi Utara 07, SDN Sukabumi Utara 08 and SDN Sukabumi 09. The object developed was Science in grade V SD which was developed in the form of encyclopedia teaching materials.

scholarly journals Desain Pembelajaran Berbasis Literasi Sains dan Berwawasan Kemaritiman sebagai Hasil Pelatihan di SMAN 4 Tanjungpinang

2019 ◽  
Vol 1 (1) ◽  
pp. 25-31
Author(s):  
Trisna Amelia ◽  
Inelda Yulita
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Design Science ◽  
The Body ◽  
Learning Objectives ◽  
Technology Literacy ◽  
Learning Design ◽  
Chemistry Teachers ◽  
Intensive Training ◽  
Contact Stage

Learning designing becomes an important part of the process to achieve learning objectives. Likewise, when teachers enhancestudents’ scientific literacy, the efforts must also be made from the learning design. The design of learning based on scientific literacy becomes very important when the orientation of science learning is not just to achieve cognitive aspects, but even more to the students' ability to apply science and have the attitude and ability to make decisions related to science in their lives. One important aspect in the design of learning based on scientific literacy is the relevance of the context of science to concepts or knowledge. For students inKepulauan Riau, the maritime context is very relevant to be discussed in the body of science. Through intensive training at SMA Negeri 4 Tanjungpinang, biology and chemistry teachers were trained to design science literacy-based learning and maritime-based contexts. The learning design developed refers to the STL (science and technology literacy) approach which has 5 stages of learning, namely the contact stage, the elaboration stage (content), the curriculum stage, decision making, and the nexus stage. From the results of the mentoring by the training facilitator, 2 learning designs were produced (biology and chemistry subjects). The maritime context is integrated in the material Biodiversity (for Biology) and Petroleum (for Chemistry).

scholarly journals Analysis of the Need for Android Based Mobile Learning Development to Improve Student Science Literations

2021 ◽  
Vol 7 (4) ◽  
pp. 601-606
Author(s):  
Ulia Anisatur Rosidah ◽  
Putut Marwoto ◽  
Bambang Subali
Keyword(s):  
Mobile Learning ◽  
Scientific Literacy ◽  
Science Learning ◽  
Descriptive Study ◽  
Current Situation ◽  
Literacy Skills ◽  
Instructional Media ◽  
Science Technology ◽  
International Ranking ◽  
Learning Development

Science learning in Indonesia has not succeeded in increasing scientific literacy skills, as indicated by the decreasing international ranking from year to year. One of the efforts made to improve scientific literacy is using Android-based learning media. This study aims to analyze the need for the development of instructional media to improve students' scientific literacy at MTs Al Uswah Bergas Semarang Regency. This type of research is a descriptive study that is to describes the current situation. The data instruments used were interviews, observation, and questionnaires. The results of the research on the analysis of the needs for learning media based on android showed that 38% of the 80 students, namely 30 students agreed to develop Android-based learning media, while 29% of the students showed disagreement, 21% strongly agreed, and 12% strongly disagreed. There are aspects of literacy then students including; literacy as mastery of science as knowledge was 63%, 66% as a way of thinking, 62% of scientific literacy as a way of learning, 62% of the aspects of mastery of the competence of the interaction of science, technology, and society. Therefore, it is necessary to conduct research on the development of Android-based mobile learning media to improve students' scientific literacy

scholarly journals Affordances of visual representations and sense-making of science

2021 ◽  
Vol 26 ◽  
Author(s):  
Maurice Cheng
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Science Learning ◽  
Visual Representations ◽  
Sense Making ◽  
Visual Thinking ◽  
Learning And Teaching ◽  
Research Studies

Visual thinking is essential in the development of science. Visual representations are also indispensable when scientists disseminate their findings. This paper discusses the ways that research studies on visual representations can inform science learning and teaching. I start by discussing the ways that drawings, charts and graphics represent their referents, and hence highlighting the affordances of these visual representations. Then I discuss how these affordances make visual representations a valuable tool to support science teaching in formal and informal contexts and, in particular, how learning with media graphics can support the learning of Nature of Science for scientific literacy.

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

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.

scholarly journals Efektifitas Media Pembelajaran Pada Pendekatan Scientific terhadap Literasi Sains dan Self Efficacy Peserta Didik SDN 193 Pekanbaru

2020 ◽  
Vol 3 (1) ◽  
pp. 35
Author(s):  
Desri Ana Sovia ◽  
Yayuk Cicilia ◽  
Rian Vebrianto
Keyword(s):  
Self Efficacy ◽  
Scientific Literacy ◽  
Science Learning ◽  
Cognitive Learning ◽  
T Test ◽  
Good Effect ◽  
Learning Achievement ◽  
Achievement Data ◽  
Scientific Approach ◽  
Literacy Ability

This study aims to determine the effect of the use of media the influence of the science learning media on a scientific approach to scientific literacy skills and self-efficacy of students on human respirator material. This study uses an experimental method, the sample consists of 2 classes, cognitive learning achievement data using tests, affective aspects of learning achievement using a questionnaire, hypothesis testing using the right-hand t-test. The data analysis technique used is the n-gain test and independent sample t-test using SPSS version 16.0. The results showed that students who were taught using science learning media on a scientific approach had a good effect on scientific literacy and self efficacy better than students who were taught the lecture method. Students with high scientific literacy ability produce better average performance than students with low scientific literacy ability, and there is an increase in the self efficacy of students learning by using learning media

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