scholarly journals The Magic of Mechanism: Explanation-Based Instruction on Counterintuitive Concepts in Early Childhood

2019 ◽  
Vol 14 (4) ◽  
pp. 510-522 ◽  
Author(s):  
Deborah Kelemen
Keyword(s):  
Science Learning ◽  
Natural Phenomena ◽  
Secondary Schooling ◽  
Early Elementary School ◽  
Early Science Education ◽  
Based Instruction ◽  
Evolution By Natural Selection ◽  
Formal Science ◽  
Counterintuitive Concepts ◽  
Timing Structure

Common-sense intuitions can be useful guides in everyday life and problem solving. However, they can also impede formal science learning and provide the basis for robust scientific misconceptions. Addressing such misconceptions has generally been viewed as the province of secondary schooling. However, in this article, I argue that for a set of foundational but highly counterintuitive ideas (e.g., evolution by natural selection), coherent causal-explanatory instruction—instruction that emphasizes the multifaceted mechanisms underpinning natural phenomena—should be initiated much sooner, in early elementary school. This proposal is motivated by various findings from research in the cognitive, developmental, and learning sciences. For example, it has been shown that explanatory biases that render students susceptible to intuitively based scientific misconceptions emerge early in development. Furthermore, findings also reveal that once developed, such misconceptions are not revised and replaced by subsequently learned scientific theories but competitively coexist alongside them. Taken together, this research, along with studies revealing the viability of early coherent explanation-based instruction on counterintuitive theories, have significant implications for the timing, structure, and scope of early science education.

scholarly journals Penerapan Model Problem Based Instruction (PBI) dengan Media Kartu Pintar untuk Meningkatkan Kualitas Pembelajaran IPA pada Peserta Didik Kelas IV SDN 211/IX Mendalo Darat

2020 ◽  
Vol 10 (2) ◽  
pp. 190
Author(s):  
Rosinah Rosinah
Keyword(s):  
Learning Outcomes ◽  
Smart Card ◽  
Science Learning ◽  
Average Score ◽  
Student Activities ◽  
Average Percentage ◽  
Teacher Skills ◽  
Teacher Needs ◽  
Based Instruction ◽  
Instruction Model

The background of the problem in science learning, teachers do not involve students in investigations, students are less trained in developing work (products). The concepts that are mastered by students are only given rote by the teacher, students are not taught through a problem-oriented discovery process in everyday life. Based on this problem, the most appropriate solution is to implement a smart card media with a PBI model. In particular, it is improving teacher skills, student activities, and learning outcomes in science learning for class IV SDN 211 / IX Mendalo Darat. This research is a classroom action research, and uses a Problem Based Instruction model with smart card media in three cycles. Consists of two meetings and four stages in each, namely planning, implementing, observing, and reflecting. The results showed: (1) the skills of the teacher in obtaining an average score of the two meetings in cycle 1 were 21.5 with sufficient criteria; cycle 2 obtained a score of 27 with good criteria. The score obtained in cycle 3 is 30.5 and is included in the good category. (2) The activity of students obtaining an average score from the two meetings in cycle 1 was 21.85 with sufficient criteria; In cycle 2, a score of 24.35 was obtained with good criteria. For cycle 3, obtained a score of 31.2 good categories. (3) The learning outcomes of students obtaining an average percentage of classical completeness from the two meetings in cycle 1 was 55.41%. Obtained the percentage of classical completeness in cycle 2 is 68%. The percentage of classical completeness in cycle 3 was 81%. The indicators of success that have been achieved in the results of this study indicate that this research is declared successful. Through the Problem Based Instruction (PBI) model with smart card media, the conclusions of this study can improve teacher skills, student activities and learning outcomes of grade IV SDN211 / IX Mendalo Land. It is recommended for teachers that before starting learning with the Problem Based Instruction model with smart card media the teacher needs careful preparation

A Virtual Reality System for Learning Science in a Science Center

2011 ◽  
pp. 4004-4011
Author(s):  
Sharlene Anthony ◽  
Leo Tan Wee Hin ◽  
R. Subramaniam
Keyword(s):  
Science Learning ◽  
Affective Learning ◽  
Multimedia System ◽  
Learning Science ◽  
Learning Needs ◽  
Science Center ◽  
Science Centers ◽  
Technological Gap ◽  
Current Trends ◽  
Formal Science

Current trends in informal science learning tend to place more emphasis on science centers as tools to bridge the technological gap for their visitors (Salmi, 2003; Sandifer, 2003). In line with compelling evidence in the multimedia literature, which shows that technology-based environments do provide good instructional support for meeting learning needs (Kim, 2006; Lim, Nonis, & Hedberg, 2006), it would be useful to investigate the potential of technology-based exhibits at science centers to create new multisensory experiences for learning science topics in a way that is different from traditional methods of teaching. This can provide pointers for schools to see how such attractions can be used to assist or complement the formal science learning in schools. The principal objective of this research is to investigate the effectiveness of technology-based exhibits in promoting affective learning outcomes among students of mixed ability visiting a science centre. The chosen exhibit is the CAVE (cave automated virtual environment), a supercomputerbased multimedia system.

scholarly journals Peningkatan Kualitas Pembelajaran IPA Melalui Model Pembelajaran Problem Based Instruction (PBI) dengan Media Kartu Pintar pada Siswa Kelas III SD Negeri 64/IV Kota Jambi Semester Genap Tahun Pelajaran 2017/2018

2019 ◽  
Vol 19 (2) ◽  
pp. 334
Author(s):  
Yuslolita Yuslolita
Keyword(s):  
Learning Outcomes ◽  
Smart Card ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Class Iii ◽  
Student Activities ◽  
Third Grade Students ◽  
Teacher Skills ◽  
Based Instruction

Background problems in science learning, teachers do not involve students in investigations, students are less trained in developing work (products). The concepts mastered by students are only given by rote by the teacher, students are not taught through a process of discovery that is problem-oriented in everyday life. Based on these problems, the most appropriate solution is to implement the PBI model with smart card media. The general problem formulation is how to improve the quality of science learning in class III 64 / IV SD Negeri Jambi. Whereas specifically is whether through the Problem Based Instruction learning model with smart card media can improve teacher skills, student activities, and student learning outcomes in class III science learning at SD Negeri 64 / IV Jambi City. The general objective of this study was to improve the quality of science learning in third grade students of SD Neegri 64 / IV Jambi City. Specifically, it is to improve teacher skills, student activity, and learning outcomes in class III 64th Natural Science learning. This type of research is classroom action research, using the Problem Based Instruction model with smart card media that is applied in three cycles. Each cycle consists of two cycles with four meetings and four stages, namely planning, implementation, observation, and reflection. Subjects of the study were third grade students of SD Neegri 64 / IV Jambi City even semester 2017/2018. Data collection techniques used tests to measure learning outcomes and student activities using instruments, and observation formats for teacher management in classroom learning. The results of the study showed that for the management of learning in the classroom in cycle 1 was a score of 32, cycle 2 received a score of 38 and cycle 3 obtained a score of 48 with good criteria. The results of the study The activities of students obtain an average score of two meetings in cycle 1 is 25.85 with sufficient criteria; The cycle obtained a score of 45 with good criteria. In cycle 3, the score obtained was 34.25 in the good category. While for student learning outcomes the average percentage of classical completeness from the two meetings in cycle 1 was 56.41%. Cycle 2 obtained the percentage of classical completeness was 64%. In cycle 3, the percentage of classical completeness was 82%. The results of this study have shown that the indicators of success have been achieved so that this study was declared successful. As for the conclusions of this study, through the Problem Based Instruction (PBI) model with smart card media can improve teacher learning management, student activities and learning outcomes of class III SD Neegri 64 / IV Jambi City at even semester 2017/2018 school year.

Simulasi Pembelajaran IPA Menggunakan Computer Based Instruction MI Ma’arif Darussalam Plaosan

2021 ◽  
Vol 6 (1) ◽  
pp. 25-37
Author(s):  
Seka Andrean ◽  
Abroto
Keyword(s):  
Simulation Model ◽  
Learning Process ◽  
Role Models ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Computer Based Instruction ◽  
Lecture Method ◽  
Computer Based ◽  
Using Data ◽  
Based Instruction

Learning Natural Sciences (IPA) which is often considered difficult in the learning process takes place, that is, just sitting and listening to the material from the teacher through the lecture method so that students are passive in the process of implementing the learning process. So the purpose of writing this article is to find out the implementation of science learning using Computer Based Instruction through a simulation model. This research uses qualitative research with descriptive analysis method. While in this study using data collection techniques, namely using interviews and documentation. The results showed that at MI Ma'arif Darussalam Plaosan had implemented science learning using Computer Based Instruction through a simulation model with visual media where in the learning process itself the teacher gave concrete or real examples by displaying pictures related to learning when learning. take place. The response and enthusiasm of students is more active. In the simulation model there are role models, namely: explaining, intermediary, mentoring and learning while the learning model is the simulation model itself in four stages which are orientation, training, simulation and debriefing stages

scholarly journals Engaging migrant and refugee communities in non-formal science learning spaces

2020 ◽  
Vol 19 (04) ◽  
pp. R01
Author(s):  
Autumn Brown ◽  
Joseph Roche ◽  
Mairéad Hurley
Keyword(s):  
Science Learning ◽  
Institutional Policy ◽  
Informal Science ◽  
Learning Spaces ◽  
Informal Science Learning ◽  
Science Practice ◽  
Civil Unrest ◽  
Inclusive Practice ◽  
Science Centres ◽  
Formal Science

In this era of pandemics, economic crises and civil unrest, science centres and museums have an opportunity to become truly relevant resources to society. This paper summarises a number of critical lessons from the PISEA International Symposium, a conference held the at the Austrian Museum of Folk Life and Folk Art in Vienna from the 17th–18th of October 2019. The purpose of this event was to share, learn, and discuss ways in which engagement with migrants and refugee populations might be improved within informal science learning spaces. Issues around integration, inclusive art-science practice, and shifting institutional policy and language were all explored. This paper also calls for the committed reform of informal science spaces, and a renewed commitment to responsive, equitable, and inclusive practice.

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