scholarly journals The College Science Learning Cycle: An Instructional Model for Reformed Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. es12 ◽  
Author(s):  
Michelle Withers
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Curriculum Study ◽  
Learning Cycle ◽  
Teaching Approaches ◽  
Efficient Manner ◽  
Student Centered ◽  
College Science ◽  
And Mathematics ◽  
K 12

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

scholarly journals Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

2017 ◽  
Author(s):  
Stacie Nowikowski
Keyword(s):  
Teacher Perceptions ◽  
Qualitative Case Study ◽  
Middle Level ◽  
Teaching Methodology ◽  
Science Data ◽  
Student Centered ◽  
Field Placements ◽  
And Mathematics ◽  
K 12

This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation.

scholarly journals STEM-BASED SCIENCE LEARNING IN JUNIOR HIGH SCHOOL: POTENCY FOR TRAINING STUDENTS’ THINKING SKILL

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Septian Murnawianto ◽  
Sarwanto Sarwanto ◽  
Sentot Budi Rahardjo
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
National Curriculum ◽  
Science Lesson ◽  
Literature Study ◽  
Thinking Skill ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) education including science learning, is needed to face 21st-century development, especially for training thinking skill. STEM is believed to increase students’ thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School and to know challenges and potencies of developing STEM- based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews with 7 science teachers, observation, documentation, and literature study about plan and process of the science lesson, also STEM education as an approach. And then, data were analysed reflectively toward various documents and literature. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There are potencies that able to develop to train students’ thinking skill through STEM-based science learning which appropriates with national curriculum in Indonesia. Teachers can innovate in developing strategies and lesson plans to incorporate content Technology, Engineering, and Mathematics in science lesson for train students’ thinking skill.

scholarly journals Professional Development for Science Teachers on Integrating STEM: A Case Study

2020 ◽  
Vol 4 (1) ◽  
pp. p56
Author(s):  
Nancy K. DeJarnette ◽  
Ryan McCulloch ◽  
Nelson N. Ngoh ◽  
Ioana A. Badara
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
The United States ◽  
Teaching Context ◽  
And Mathematics ◽  
Reported Data ◽  
Unique Style ◽  
K 12 ◽  
Stem Teaching

In the United States, the Next Generation Science Standards (NGSS) bring both commitment and challenges to science education in K-12 schools. New focus areas within the NGSS are engineering education and the integration of multiple disciplines as seen in science, technology, engineering and mathematics (STEM). Providing professional development (PD) is necessary in order to assist K-12 teachers with the implementation of the NGSS in their classrooms (NGSS Lead States, 2013). This case study shares the results of a unique style of PD workshops provided for K-12 teachers on the NGSS and engineering design where participants were immersed in inquiry-based STEM activities with an earth and space science theme. Twenty-six teachers agreed to participate in the study. This qualitative research focused on self-reported data through surveys, interviews, focus groups, and observation of participants during the workshops. Findings from this case study revealed self-reported increases in teachers’ dispositions and self-efficacy regarding their implementation of the NGSS in an integrated STEM teaching context.

scholarly journals PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENGGUNAKAN PENDEKATAN PROBLEM POSSING DENGAN LATAR PEMBELAJARAN KOOPERATIF KELAS XI-ADM.A SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2016-2017

2021 ◽  
Vol 7 (2) ◽  
pp. 442
Author(s):  
H. M. Yusuf AS ◽  
Munawir Munawir ◽  
Lalu Syaifulbakhry
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Science Learning ◽  
Learning Science ◽  
Learning Approach ◽  
Student Centered ◽  
Short Time ◽  
Academic Year ◽  
Science Material

ABSTRAKMayoritas guru IPA Fisika saat ini masih menggunakan cara-cara konvensional dalam pembelajaran IPA Fisika. Pendekatan pembelajaran ini dilakukan dengan metode ceramah dan tanya jawab. Kelebihan dan pendekatan ini adalah dapat mengajarkan materi yang relatif banyak dalam waktu yang singkat, tetapi pembelajaran ini memperlakukan siswa hanya sebagai objek sehingga siswa cenderung pasif dan hanya menerima pengetahuan dari gurunya saja. Pembelajaran konvensional hanya menyajikan materi IPA Fisika secara tekstual sehingga siswa kesulitan menerapkannya dalam kehidupan sehari-hari.Untuk meningkatkan kualitas pembelajaran IPA Fisika dibutuhkan pembelajaran yang merangsang siswa untuk melakukan pengamatan, penyelidikan serta mengolah informasi sehingga pada akhirnya siswa dapat memahami konsep secara bermakna. Pembelajaran yang menekankan keaktifan siswa dan berpusat pada siswa merupakan salah satu upaya yang dapat dilakukan untuk memperbaiki kualitas pembelajaran IPA Fisika.Salah satu proses pembelajaran yang sesuai adalah pembelajaran Cooperative Learning.Oleh karena itu penulis perlumelakukan penelitian tindakan dengan judul Peningkatan Prestasi Belajar IPA Fisika dengan Menerapkan Model Pembelajaran Cooperative Learning Kelas XI TKR SMK Negeri 1 Narmada  Kab.Lombok Barat Tahun Pelajaran 2016-2017 Kata kunci: problem possing; cooperative learning; prestasi belajar. ABSTRACTThe majority of Physics Science teachers currently still use conventional methods in learning Science Physics. This learning approach is carried out using lecture and question and answer methods. The advantage of this approach is that it can teach relatively a lot of material in a short time, but this learning treats students only as objects so that students tend to be passive and only receive knowledge from the teacher. Conventional learning only presents physics science material textually so that students have difficulty applying it in everyday life. To improve the quality of science learning physics requires learning that stimulates students to observe, investigate and process information so that in the end students can understand concepts meaningfully. Learning that emphasizes student activity and is student-centered is one of the efforts that can be made to improve the quality of learning science physics. One of the appropriate learning processes is cooperative learning. Therefore, the authors need to conduct action research with the title Improving Physics Science Learning Achievement by Applying Cooperative Learning Model Class XI TKR SMK Negeri 1 Narmada Kab. Lombok Barat 2016-2017 Academic Year Keywords: problem possing; cooperative learning; prestasi belajar.

scholarly journals International comparison of K-12 STEM teaching practices

2020 ◽  
Vol 13 (1) ◽  
pp. 115-128
Author(s):  
Rachael L. Tawbush ◽  
Sabrina D. Stanley ◽  
Tye G. Campbell ◽  
Melissa A. Webb
Keyword(s):  
Literature Review ◽  
Stem Education ◽  
Teaching Practices ◽  
Student Centered ◽  
Content Type ◽  
Search Terms ◽  
Research Questions ◽  
And Mathematics ◽  
K 12 ◽  
Stem Teaching

PurposeThis study analyzed articles from India, Italy and Singapore regarding how science, technology, engineering and mathematics (STEM) education is conceptualized in the K-12 setting. The research questions that guided our study were as follows: (1) How is K-12 STEM education conceptualized in literature in other countries? (2) Which STEM subject areas are more documented in K-12 STEM literature? (3) How are K-12 STEM teaching practices implemented?Design/methodology/approachThis study utilized a systematic literature review methodology by (1) creating search terms based on the research questions, (2) choosing databases in which to conduct the search, (3) conducting the search and gathering articles and (4) selecting articles based on inclusion criteria. We chose search terms according to three domains relevant to our study as follows: countries of interest, content of interest and teaching practices. Articles researched were (1) an empirical journal article or literature review; (2) primarily focused on the concept of K-12 STEM teaching practices in one of the countries of interest and (3) written in English.FindingsFindings from the study revealed few articles addressed a conceptualization of STEM; however, the majority of articles agreed upon the importance of STEM teaching methods in the K-12 classroom setting. Science was documented as the top documented area in K-12 STEM literature for India and Italy, whereas technology and mathematics were the top documented areas in Singapore. Comparing K-12 STEM teaching practices, Italy and Singapore were found to focus more on student-centered STEM teaching practices whereas schools in India mostly utilized student-centered teaching approaches.Research limitations/implicationsThe parameters of the systematic literature review, such as key terms used in the search and limited scope of countries investigated, were identified as limitations of the study. By expanding search parameters to include other countries or search terms, STEM education can be viewed on a more global scale.Practical implicationsThis study will improve the global perspective of STEM education practices.Originality/valueThis study is unique in that it compared the conceptualization and K-12 STEM teaching practices implemented in India, Italy and Singapore.

scholarly journals Pembelajaran Matematika Menggunakan Model Learning Cycle 5E Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa SMP 30 Padang

2019 ◽  
Vol 2 (2) ◽  
pp. 235-244
Author(s):  
Pitriati Pitriati
Keyword(s):  
Action Research ◽  
Mathematical Reasoning ◽  
Class Action ◽  
Learning Cycle ◽  
Model Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reasoning Abilities ◽  
And Mathematics ◽  
Quantitative Descriptive

Abstract: This research is motivated by the low activity and competitiveness of students in working on mathematical questions and the lack of reasoning abilities of students in carrying out the tasks given. The purpose of this study is to examine the improvement of reasoning abilities of students who have learned the Learning Cycle 5e model. Learning Cycle is a conceptual framework that is used as a guide in conducting student-centered learning processes. This type of research is classroom action research conducted collaborating between researchers and mathematics teachers. The subjects in this study were class IX.1 SMPN 30 Padang in the 2017/2017 academic year, totaling 32 people. The data method used in this study is observation, field notes and documentation. Data analysis techniques were carried out in qualitative and quantitative descriptive. The results of this class action research showed an increase in student activity so that there was an increase in mathematical reasoning abilities of students far increased compared to students in learning that were not given Learning Cycle 5e.Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya aktivitas dan daya saing siswa dalam mengerjakan soal-soal matematika serta kurangnya kemampuan penalaran siswa dalam mengerjakan tugas-tugas yang diberikan. Tujuan penelitian ini untuk menelaah peningkatan kemampuan penalaran siswa yang memperoleh pembelajaran model Learning Cycle 5e. Learning Cycle adalah suatu kerangka konseptual yang digunakan sebagai pedoman dalam melakukan proses pembelajaran yang terpusat pada siswa. Jenis penelitian ini adalah penelitian tidakan kelas yang dilakukan kolaburasi antara peneliti dengan guru matematika. Subjek dalam penelitian ini adalah siswa kelas IX.1 SMPN 30 Padang tahun pelajaran 2017/2017 yang berjumlah 32 orang. Metode data yang digunakan pada penelitian ini adalah observasi, catatan lapangan dan dokumentasi. Teknik analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian tindakan kelas ini menunjukan peningkatan keaktifan siswa sehingga terjadi peningkatan kemampuan penalaran matematis siswa jauh meningkat dibandingkan dengan siswa pada pembelajaran yang tidak diberikan Learning Cycle 5e.

scholarly journals Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective

2019 ◽  
Author(s):  
◽  
Shannon Marie Burcks
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Science Learning ◽  
Research Council ◽  
Course Design ◽  
National Research Council ◽  
Assessment Practices ◽  
Student Centered ◽  
Undergraduate Science ◽  
K 12

The importance of undergraduate science learning for the workforce and scientific literacy is consistently emphasized by prominent organizations and influential publications such as the American Association for the Advancement of Science (AAAS) (1993, 2013), the National Research Council (NRC) (2010, 2011, 2012a, 2012b, 2013) and the Coalition for Reform of Undergraduate Science, Technology, Engineering, and Math (STEM) Education (CRUSE) (2014). Moreover, important undergraduate and K-12 reform policy documents including the National Research Council (NRC) (2012) and the Next Generation Science Standards (NGSS) (Achieve Inc., 2013) set lofty goals aimed at improving science education. At the same time, science curricula content and assessment are shifting to virtual formats (Smetana and Bell, 2012), and enabling learning and assessment to be depicted in more dynamic and interactive ways. Furthermore, assessment scholarship offers opportunities to make instructional decisions with the aim to aid student learning (e.g. Bell, 2007; Black and Wiliam, 1998, NRC, 2012; Shepard, 2000). Nonetheless, harnessing the full potential of virtual formats to reach these goals for science learning and assessment has proven challenging. Therefore, in this research study, I explored how the technology in one online undergraduate biological science course can impact how an instructor can aid student learning. ... The findings have implications for instruction and research and suggest that learning communities may want to consider that student centered learning theories and student-centered course design for online education could be incomplete. The primary implication includes ways to support formative assessment practices for science instructors in virtual environments by looping instructor formative assessment opportunities throughout a course. Finally, these findings can help others develop assessments that fully support student learning by including the instructor's assessment needs and abilities. The conclusions I present cannot be considered a solution to all courses. However, I encourage other researchers to consider alternative explanation(s) by thinking with theory.

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

scholarly journals A content analysis of pre-college lesson plans on human evolution

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Rebecca L. Hite
Keyword(s):  
Best Practices ◽  
Social Science ◽  
Conceptual Change ◽  
Science Teachers ◽  
Human Evolution ◽  
Indirect Evidence ◽  
Lesson Plans ◽  
Multiple Sources ◽  
College Science ◽  
American Science

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.

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