scholarly journals Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

2021 ◽  
Vol 24 (1) ◽  
pp. 1-34
Author(s):  
Rebecca Hite ◽  
◽  
Gina Childers ◽  
Gail Jones ◽  
Elysa Corin ◽  
...  
Keyword(s):  
Science Learning ◽  
Emerging Technologies ◽  
Multiple Representations ◽  
Virtual Learning Environment ◽  
Learning Science ◽  
Science Content ◽  
Virtual Presence ◽  
Students With Adhd ◽  
Scientific Phenomena

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students to investigate scientific phenomena by fostering perceptions of virtual presence, the feeling of being sensorially immersed and authentically interacting within a computer-generated virtual learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer with neurodivergent learners, such as students with ADHD. This descriptive case study sought to address the dearth in the literature on neurodivergent students’ experiences, with emerging technologies, for learning science. Specifically, the case describes the extent to which neurodivergent learners experience the affordances of VLEs for science learning, as compared to their neurotypical peers, in: zooming, spatially orienting and rotating objects, viewing multiple representations and abstract processes in real-time, as well engaging in risk through multiple trials. Five middle grades students (diagnosed with ADHD) were assessed and observed using a tool (zSpace) that combines emerging technologies to learn cardiac anatomy and physiology. Students’ utterances of virtual presence and technological affordances were coded, and frequency counts and percentages were calculated, both individually and collectively. The results found that students most described sensory (41%), control (30%), and realism (26%) constructs with fewer reports of holding their attention (3%). Analyses of cardiac assessments found gains in scores for spatial rotation and viewing abstract processes, no change in score in viewing multiple representations, and a decrease in scores for spatial orientation. This case study provides unique insight into the needs of neurodivergent learners when using emerging technologies for science learning.

scholarly journals ISSUES AND CHALLENGES USE OF FROG VLE IN SCIENCE LEARNING

2018 ◽  
Author(s):  
Titik Rahayu ◽  
Syafrimen Syafril ◽  
Mohamed Yusoff bin Mohd Nor ◽  
Agus Pahrudin ◽  
Nur Rohmatul Aini ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Science Learning ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Learning Science ◽  
Information And Communication ◽  
Support Teacher ◽  
Century Science

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

scholarly journals Teacher Knowledges, Classroom Realities:  Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

2021 ◽  
Author(s):  
◽  
Dayle Anderson
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Science Learning ◽  
Primary Teachers ◽  
Natural World ◽  
Learning Opportunities ◽  
Science Content ◽  
Wide Range

<p>Lack of science content knowledge has often been suggested as underpinning primary teachers' reluctance to teach science or to provide limited learning opportunities when doing so. Understanding better the full range and nature of teacher knowledges that afford useful science learning opportunities in primary science education could produce a more positive view of primary teachers' potential for science teaching and usefully inform professional development in science. This research used a multiple case study approach to identify the nature of knowledges and beliefs that three teachers from schools well regarded for teaching science at Years 7 and 8 brought to their implementation of a unit of work in science. Students' perceptions of learning pertaining to the science unit were also examined. The influence of teacher knowledges on opportunities for science learning was considered and the ways in which the teachers developed science related teacher knowledges was investigated. Sociocultural theories of learning underpin this study and the extent to which the teachers incorporated sociocultural approaches in their science teaching was a particular focus. Frameworks guiding the analysis of the range of teacher knowledges and of sociocultural teaching approaches were developed from the literature. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit together with multiple interviews with the teacher throughout its implementation. Interviews with focus students during and following the unit along with responses to a questionnaire completed by the class at the end of the unit provided insights into students’ perceptions of what they had learned. This study found that the teachers drew on a wide range of knowledges and beliefs to promote science learning. The teachers employing sociocultural approaches afforded most syntactic science learning opportunities. Crucially influential on the nature of science learning that was promoted was the teacher's orientation to science teaching, in particular, beliefs about the purposes and nature of science and science teaching. Four processes were identified that facilitated the teachers' development of science and pedagogical content knowledge: intentional development, reflection, repetition, and engaging and observing students in investigating the natural world. The nature of knowledge developed by each teacher was afforded and constrained by their orientation to science teaching and their recognition of and access to, sources of support. Learning science content, i.e., substantive science learning, was identified by students where this had been the focus of learning and assessment opportunities because of their teacher's particular orientation. Learning about the nature of science, i.e., syntactic science learning, was identified where this was the sole focus of learning and assessment opportunities. In the one case where the teacher's orientation afforded both types of learning opportunity with apparently equal emphasis, students more readily identified substantive science ideas over syntactic ideas as new or important learning.</p>

scholarly journals Use os Frog VLE in Science Learning

2018 ◽  
Author(s):  
Titik Rahayu ◽  
Syafrimen Syafril ◽  
Mohamed Yusoff bin Mohd Nor ◽  
Agus Pahrudin ◽  
Nur Rohmatul Aini ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Science Learning ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Learning Science ◽  
Information And Communication ◽  
Support Teacher ◽  
Century Science

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

scholarly journals Analisis Konsep Pesawat Sederhana Pada Pembelajaran Ilmu Pengetahuan Alam Berbasis Tradisi Sains Islam Di Madrasah Tsanawiyah

2017 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Rizki Zakwandi
Keyword(s):  
Science Learning ◽  
Learning Science ◽  
Learning Orientation ◽  
Muslim Community ◽  
Islamic School ◽  
Simple Machine

Abstract: Science learning in Islamic school is too less that orientation to Muslim scientist discoveries. Mainly, the theory that teaching to the student is adapted by the Westrn scientist discoveries. The study aim to rebuild treasure of the science in Muslim community throught learning orientation by the Muslim scientist discoveries, so that student would be more familiar with Muslim scientist and literating to work and glory of the Islam as before. The mehtod used in this project is the qualitative methode in the Islamic scientifict tradition approach and case study in the learning science books at the Islamic school. The result of research conduction show that there are similarity of principle by Physics modern scientist and Thabit ibn Qurra about the simple machine. Case study conduction show that only 13,51% textbooks are used at the Islamic School that giving information about Muslim scientist and their work by 75,67% textbooks that giving information about scientist. The solution offered to solve the problem is to make a textbook or handbook with largely contans the knowledge of the Muslim scientist. Keywords: Simple machine, Islamic scientifict tradition, Muslim scientist, Physic

scholarly journals PEMBELAJARAN SAINS ANAK USIA DINI DENGAN KONSEP EMPAT PILAR PENDIDIKAN

2021 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
I Komang Wisnu Budi Wijaya ◽  
Ni Wayan Sri Darmayanti ◽  
Made Gautama Jayadiningrat
Keyword(s):  
Early Childhood ◽  
Science Learning ◽  
Technological Development ◽  
Learning Science ◽  
Human Welfare ◽  
Learning Resource ◽  
Optimal Development ◽  
Role Of Parents ◽  
Scientific Phenomena

<p align="center"><strong><em>Abstract</em></strong><em></em></p><p class="PreformattedText"><em>Science has great benefits in the technological development and human welfare. Besides that, every day and around us we are always exposed to scientific phenomena. Therefore, the concept of science should be instilled in children from early childhood, moreover that is the golden age where children are experiencing optimal development. Learning science can be done using the concept of the four pillars of education, namely learn to know, learn to do, learn to be and learn to live together. The application of the concept of the four pillars of education is carried out specifically and adapts to the concept of science and does not ignore the character of early childhood. The role of parents and teachers in science learning for early childhood is as a learning resource, learning planner, motivator, facilitator and evaluator.</em></p>

scholarly journals Teacher Knowledges, Classroom Realities:  Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

2021 ◽  
Author(s):  
◽  
Dayle Anderson
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Science Learning ◽  
Primary Teachers ◽  
Natural World ◽  
Learning Opportunities ◽  
Science Content ◽  
Wide Range

<p>Lack of science content knowledge has often been suggested as underpinning primary teachers' reluctance to teach science or to provide limited learning opportunities when doing so. Understanding better the full range and nature of teacher knowledges that afford useful science learning opportunities in primary science education could produce a more positive view of primary teachers' potential for science teaching and usefully inform professional development in science. This research used a multiple case study approach to identify the nature of knowledges and beliefs that three teachers from schools well regarded for teaching science at Years 7 and 8 brought to their implementation of a unit of work in science. Students' perceptions of learning pertaining to the science unit were also examined. The influence of teacher knowledges on opportunities for science learning was considered and the ways in which the teachers developed science related teacher knowledges was investigated. Sociocultural theories of learning underpin this study and the extent to which the teachers incorporated sociocultural approaches in their science teaching was a particular focus. Frameworks guiding the analysis of the range of teacher knowledges and of sociocultural teaching approaches were developed from the literature. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit together with multiple interviews with the teacher throughout its implementation. Interviews with focus students during and following the unit along with responses to a questionnaire completed by the class at the end of the unit provided insights into students’ perceptions of what they had learned. This study found that the teachers drew on a wide range of knowledges and beliefs to promote science learning. The teachers employing sociocultural approaches afforded most syntactic science learning opportunities. Crucially influential on the nature of science learning that was promoted was the teacher's orientation to science teaching, in particular, beliefs about the purposes and nature of science and science teaching. Four processes were identified that facilitated the teachers' development of science and pedagogical content knowledge: intentional development, reflection, repetition, and engaging and observing students in investigating the natural world. The nature of knowledge developed by each teacher was afforded and constrained by their orientation to science teaching and their recognition of and access to, sources of support. Learning science content, i.e., substantive science learning, was identified by students where this had been the focus of learning and assessment opportunities because of their teacher's particular orientation. Learning about the nature of science, i.e., syntactic science learning, was identified where this was the sole focus of learning and assessment opportunities. In the one case where the teacher's orientation afforded both types of learning opportunity with apparently equal emphasis, students more readily identified substantive science ideas over syntactic ideas as new or important learning.</p>

scholarly journals Pengembangan subject specific pedagogy berbasis inkuiri untuk meningkatkan keterampilan proses dan motivasi belajar IPA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Setiti Handayani ◽  
Insih Wilujeng
Keyword(s):  
Research And Development ◽  
Learning Strategies ◽  
Science Learning ◽  
Field Testing ◽  
Learning Science ◽  
Small Scale ◽  
Process Skills ◽  
Main Field ◽  
Subject Specific

Penelitian ini bertujuan untuk: (1) mengembangkan subject specific pedagogy (SSP) berbasis inkuiri sehingga layak digunakan dalam pembelajaran IPA kelas VII, (2) mengetahui peningkatan keterampilan proses siswa, dan (3) mengetahui peningkatan motivasi belajar IPA siswa SMP setelah menggunakan SSP berbasis inkuiri. Metode yang digunakan dalam penelitian ini adalah Research and Development (R & D) yang dikembangkan Borg & Gall. Langkah pengembangan meliputi studi pendahuluan, perencanaan, penyusunan draf SSP dan validasi, uji coba terbatas, evaluasi dan revisi, uji coba lapangan menggunakan one-shot case study, revisi produk berdasarkan uji coba lapangan, dan produk akhir. Subjek coba pada penelitian ini adalah siswa SMPN 2 Kembang Jepara. Pengumpulan data dilakukan melalui angket, observasi, dan tes. Hasil penelitian menunjukkan bahwa: (1) SSP berbasis inkuiri yang dikembangkan (silabus, RPP, LKS, dan lembar penilaian) telah melalui tahapan validasi, uji coba terbatas, dan uji coba lapangan sehingga layak digunakan dalam pembelajaran IPA, (2) SSP dapat meningkatkan keterampilan proses, meliputi keterampilan mengamati, menyusun hipotesis, menganalisis data, mengkomunikasikan, dan mengambil kesimpulan, (3) SSP dapat meningkatkan motivasi belajar IPA siswa, meliputi tingkat keyakinan diri, strategi pembelajaran aktif, nilai belajar IPA, tujuan belajar IPA tujuan prestasi, dan dukungan lingkungan pembelajaran. Kata Kunci: pengembangan, SSP, inkuiri, keterampilan proses, motivasi belajar IPA THE DEVELOPMENT OF INQUIRY-BASED SUBJECT SPECIFIC PEDAGOGY TO IMPROVE PROCESS SKILLS AND SCIENCE LEARNING MOTIVATION Abstract The study was conducted: (1) to develop inquiry-based SSP which is suitable for science learning at grade seven, (2) to know the improvement of students’ process skills, and (3) to know students’ motivation improvement on science learning after using inquiry-based SSP. The study was a Research and Development (R & D) developed by Borg & Gall. The steps of the development included: preliminary study, planning, construction of SSP draft and validation, small-scale field testing, evaluation and revision, main field testing using one-shot case study, revision based on main field testing, and the final product. The subject of the study were the students of SMP N 2 Kembang Jepara. The data were collected through questionnaires, observations, and tests. The results show that: (1) SSP (the syllabus, lesson plans, student’s worksheets, and evaluation sheets) which are developed through validation, preliminary field testing and main field testing, are good for science learning, (2) SSP can improve students’ process skills i.e: observing, hypothesising, analysing of data, communicating, and drawing conclusions, (3) SSP can improve the students’ learning science motivation, i.e: self efficacy, active learning strategies, science learning value, perfomance goal, achievement goal, and learning environment stimulation. Keywords:       development, SSP, inquiry, process skills, learning science motivatio

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI 004 SEBERANG TELUK HILIR KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Kasmarni Kasmarni
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Science ◽  
School Students ◽  
Class Iv

This research is motivated by the results of learning science in fourth grade elementary school students who are still low. The purpose of this study was to improve the learning outcomes of science by applying the Cooperative Think Pair Share (TPS) type learning model. The results showed, seen from the basic score, students who completed as many as 11 people with a percentage of 47.82% while students who did not complete amounted to 12 people with a percentage of 52.17%. cycle I, students who completed at 17 people with a percentage of 73.91% while students who did not complete as many as 6 people with a percentage of 26.08%. cycle II, students who completed as many as 20 people with a percentage of 86.95% while the incomplete amounted to 3 people with a percentage of 13.04%. from the results of this study it can be concluded that by applying the cooperative learning model the Think Pair Share (TPS) type can improve the science learning outcomes of class IV elementary school 004 Seberang Teluk Hilir Kuantan Tengah District Kuantan Singingi Regency.

scholarly journals Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations

2021 ◽  
Author(s):  
Rayendra Wahyu Bachtiar ◽  
Ralph F. G. Meulenbroeks ◽  
Wouter R. van Joolingen
Keyword(s):  
Conceptual Understanding ◽  
Physical Phenomenon ◽  
Ninth Grade ◽  
Abstract Concepts ◽  
Projectile Motion ◽  
Mechanistic Reasoning ◽  
Stop Motion ◽  
Ninth Grade Students ◽  
Scientific Phenomena

AbstractThis article reports on a case study that aims to help students develop mechanistic reasoning through constructing a model based stop-motion animation of a physical phenomenon. Mechanistic reasoning is a valuable thinking strategy for students in trying to make sense of scientific phenomena. Ten ninth-grade students used stop-motion software to create an animation of projectile motion. Retrospective think-aloud interviews were conducted to investigate how the construction of a stop-motion animation induced the students’ mechanistic reasoning. Mechanistic reasoning did occur while the students engaged in creating the animation, in particular chunking and sequencing. Moreover, all students eventually exhibited mechanistic reasoning including abstract concepts, e.g., not directly observable agents. Students who reached the highest level of mechanistic reasoning, i.e., chaining, demonstrated deeper conceptual understanding of content.

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