Training Master's-Level Graduate Students to Use Inquiry Instruction to Teach Middle-Level and High-School Science Concepts

2015 ◽  
Vol 115 (4) ◽  
pp. 155-167
Author(s):  
Sharon Larimer Gilman ◽  
Austin M. Hitt ◽  
Craig Gilman
Keyword(s):  
High School ◽  
Graduate Students ◽  
School Science ◽  
Middle Level ◽  
High School Science ◽  
Master's Level ◽  
Inquiry Instruction ◽  
Science Concepts

PENGGUNAAN MEDIA PEMBELAJARAN ONLINE UNTUK MENINGKATKAN HASIL BELAJAR DAN RESPONSIF SISWA SAAT PEMBELAJARAN JARAK JAUH DI MASA PANDEMI

2021 ◽  
Vol 1 (3) ◽  
pp. 290-296
Author(s):  
ANNA JARROTUL KHOIRIYAH
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Qualitative Data ◽  
School Science ◽  
High School Science ◽  
9Th Grade ◽  
Science Concepts ◽  
Understanding Of Science ◽  
Daily Test

The purpose of this research was to find out the increase in understanding of junior high school science concepts and student responsiveness by using the Google Meet, WhatsApp and Google classroom. The research was conducted in 9th grade during the online learning process. The method in this research uses quantitative and descriptive qualitative. Data obtained from the average of daily test and questionnaire. Based on the results of the research, there was an increase in learning outcomes by 32.4% and student responsiveness stated that 66.7% of communicative and fun learning also 85.2% of students stated that it was easy to understand the course. there is an increase in understanding of science concepts and pleasant responses by combining the Google Meet, WhatsApp, and Google Classroom applications. ABSTRAKTujuan dari penelitian ini untuk mengetahui peningkatan pemahaman konsep IPA SMP dan responsif siswa dengan penggunaan gmeet, WA, Google classroom. Penelitian dilakukan di kelas 9 selama proses pembelajaran daring. Metode dalam penelitian menggunakan kuantitatif dan kualitatif deskriptif. Data diperoleh dari rata-rata ulangan harian dan angket. Berdasar hasil penelitian, terdapat peningkatan hasil belajar sebesar 32,4 % dan responsif siswa menyatakan 66,7 % pembelajaran komunikatif dan menyenangkan dan 85,2 % siswa menyatakan mudah memahami pembelajaran. Terdapat peningkatan pemahaman konsep IPA dan respon menyenangkan dan paham dengan penggabungan aplikasi gmeet, WA, dan google classroom.

Implementing Service-Learning Through an Online Graduate Course in Instructional Design

2017 ◽  
Vol 7 (4) ◽  
pp. 65-79
Author(s):  
Jesús H. Trespalacios ◽  
Tera Armstrong ◽  
Cynthia Goodwill
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Graduate Students ◽  
Service Learning ◽  
Underserved Populations ◽  
School Science ◽  
High School Science ◽  
Learning Program ◽  
School Students

The following paper describes a collaborative service-learning project done in an online graduate class on instructional design. With the help of the university's service-learning program, a community issue was identified related to encouraging underserved populations to pursue STEM careers. Graduate students developed a data analysis from surveying high school students, designed and implemented a website where information about specific careers can be found, and evaluated the project with the help of a high school science teacher. The project also required that the graduate students reflected about the service activity to gain a deeper understanding of course objectives. The course instructor and graduate students' experiences during this service-learning project are discussed.

An Interdisciplinary Model to Diversify STEM Participation

2021 ◽  
pp. 95-132
Author(s):  
Margaret R. Blanchard ◽  
Richard A. Venditti ◽  
Shana L. McAlexander ◽  
Katherine R. McCance ◽  
Karen M. Collier
Keyword(s):  
High School ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Online Courses ◽  
School Science ◽  
Lessons Learned ◽  
High School Science ◽  
Stem Majors ◽  
Rural High Schools ◽  
Laboratory Activities

This chapter describes an interdisciplinary program between a College of Education and a College of Natural Resources and their partnerships with rural high schools, regional colleges, and bioeconomy industries. The overarching goal of the program was to provide engaging professional development and support for teachers and diverse undergraduate students to prepare and promote diverse students to consider STEM majors and careers related to bioproducts and bioenergy. A team of faculty and graduate students from a Forest Biomaterials department and a Science Education department developed online courses, workshops, and laboratory activities and internship placements for undergraduate students and high school science and CTE teachers. This chapter details the need for the program, its context, online course development, and laboratory activities. For each of the key partners in the program—the faculty and graduate students, the high school teachers, and the undergraduate students—key strategies, lessons learned, and recommendations are shared.

scholarly journals KESELARASAN ANTARA KURIKULUM DAN PEMBELAJARAN IPA-KIMIA SMP

2019 ◽  
Vol 1 (2) ◽  
pp. 15
Author(s):  
Oktariani Oktariani ◽  
Andhika Baruri
Keyword(s):  
High School ◽  
Content Analysis ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
Middle Level ◽  
Survey Method ◽  
High School Science ◽  
Cognitive Demands ◽  
Chemistry Learning

ABSTRACT This study was conducted to: (1) analyze the level of alignment between curriculum and science-chemistry learning in Junior High School and (2) describe the discrepancies between curriculum and science-chemistry learning in Junior High School in term of cognitive demands as well as subject content covered. This study was descriptive research which combined survey method and content analysis. The survey was conducted on 25 Junior High School science teacher in Bandung. Content analysis conducted on curriculum science-chemistry document. To determine the degree of alignment criteria, this study used the method developed by Porter. The results showed that alignment index between chemistry content on TIMSS and science-chemistry learning in Junior High School was 0.572 (middle level). This imperfect of alignment is characterized by the discrepancies in term of subject content covered and cognitive demands. This can affect certainly toward the achievement of students and quality of education in Indonesia. Keywords: Alignment Index, alignment, curriculum, science-chemistry learning in Junior High School,. ABSTRAK Penelitian ini dilakukan untuk: (1) menganalisis keselarasan antara kurikulum dan pembelajaran IPA-Kimia SMP, dan (2) mendeskripsikan perbedaan cakupan materi dan tuntutan kemampuan kognitif antara kurikulum dan Pembelajaran IPA-Kimia SMP. Penelitian ini merupakan penelitian deskriptif yang menggabungkan metode survei dan analisis konten. Survei dilakukan terhadap 25 orang guru IPA SMP di kota Bandung. Penentuan subjek penelitian ini dilakukan dengan teknik stratified sampling. Analisis konten dilakukan terhadap kurikulum IPA-Kimia SMP. Untuk menentukan kriteria tingkat keselarasan, metode yang digunakan adalah metode yang dikembangkan oleh Porter. Hasil penelitian menunjukkan bahwa indeks keselarasan antara kurikulum dengan pembelajaran IPA-Kimia SMP sebesar 0,572 (tingkat sedang). ketidaksempurnaan tingkat keselarasan ini ditandai dengan adanya perbedaan cakupan materi dan tuntutan kemampuan kognitif. Ini tentu mempengaruhi pencapaian siswa dan mutu Pendidikan di Indonesia Kata-kata kunci: indeks keselarasan, keselarasan, kurikulum, pembelajaran IPA-Kimia SMP  

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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