Instructional Strategies to Develop Graphing Skills in the College Science Classroom

2016 ◽  
Vol 78 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Joseph A. Harsh ◽  
Mikaela Schmitt-Harsh
Keyword(s):  
Data Collection ◽  
Instructional Strategies ◽  
Scientific Literacy ◽  
Science Classroom ◽  
Stream Ecology ◽  
Central Element ◽  
Student Responses ◽  
College Science ◽  
Analytical Skills ◽  
Complex Information

Given the importance of succinctly communicating complex information, proficiency in graphing is a central element of scientific literacy. Evidence indicates that learners of all ages and levels of expertise have difficulties in displaying and reading visual data. Numerous studies have investigated the enactment of various activities to improve graphing in the college science classroom, but most of this work has focused on graphing difficulties and the implications of general instructional strategies as part of a semester-long curriculum. Few studies have discussed how specific interventions can be implemented to effectively hone graphing abilities. We evaluated (1) five key instructional features of an inquiry-oriented stream-ecology unit that consisted of data collection and graphing and (2) the unit's impact on non–science majors' analytical skills. Comparing pretest and posttest data, as well as a supplemental questionnaire, student responses demonstrated substantial positive impacts on graphing skills and attitudes toward graphing. The results also highlighted features of the unit that were considered successful. Although we a describe a particular stream-ecology activity, the framework and design features we present can be applied to other case studies and across disciplines.

scholarly journals The Development of Discovery Learning-based Module to Improve Students’ Scientific Literacy

2019 ◽  
Vol 9 (1) ◽  
pp. 73-89
Author(s):  
Indah Slamet Budiarti ◽  
◽  
Triwiyono Triwiyono ◽  
Florentina Maria Panda ◽  
◽  
...  
Keyword(s):  
Scientific Literacy ◽  
Literacy Skills ◽  
Discovery Learning ◽  
Student Responses ◽  
Device Development ◽  
Newton's Law ◽  
Newton’S Law ◽  
Product Assessment ◽  
D Model ◽  
Model Device

In learning science, it is necessary to have a learning model that can integrate scientific literacy skills. This study aimed to develop discovery learning-based module to improve students’ scientific literacy. We used R & D research that adapts the 4-D model device development procedure, namely define, design, develop, and disseminate. Product assessment was carried out after revision stage I by 3 media experts, 3 material experts, and 1 SMA YPPK Taruna Bakti teacher. To determine student responses, the product was tested for feasibility and readability on 5 X grade students of SMA YPPK Taruna Bakti through a limited trial. The product was revised and tested again through a broad trial on 16 students. The revision through experts’ comments and students’ initial responses has affected the readability, feasibility, and usability of developed Newton’s Law module. There were no students who have high scientific literacy. Students who have low scientific literacy were 13 and students who have moderate scientific literacy were 3. It can be said that the module cannot significantly improve students’ scientific literacy because of online learning environment. Keywords: Discovery learning, Modul, Newton’s Law, Scientific literacy

scholarly journals Student responses on the application of Hypnoteaching method to increase learning activities

2020 ◽  
Vol 53 (2) ◽  
pp. 184
Author(s):  
Ida Bagus Alit Arta Wiguna
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Education Students ◽  
Learning Materials ◽  
Student Responses ◽  
Religious Learning ◽  
Conventional Methods ◽  
Data Collection Technique

This research aims to identify and analyse students’ response on the application of the Hypnoteaching in learning Hindu religious education in class X of SMAN 7 Denpasar. This research follows a qualitative approach with observation as the main data collection technique. The sample of the study is X Mipa 6 class with 34 students from a total of 389. The application of hypnoteaching methods is fun for students compared to  conventional methods which tend to be uninteresting. When using Hypnoteaching method, students were very excited during learning activities. By using hypnoteaching methods in learning Hindu religious education students becomes very enthusiastic in listening to the teacher's explanation of Hindu religious learning materials. To improve learning activities students prepare themselves for the topic discussion. Students’ response to the application of Hypnoteaching method is positive. They think that the method is effective as it can increase students’ enthusiasm to learn.

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

Use of Apple iPads in K-6 Math and Science Classrooms

2013 ◽  
pp. 177-192
Author(s):  
Tara Bennett ◽  
Florence Martin
Keyword(s):  
Instructional Strategies ◽  
Science Classroom ◽  
Sixth Grade ◽  
Comfort Level ◽  
Magnet School ◽  
Middle Grade ◽  
Addition And Subtraction ◽  
Grade Classroom ◽  
Interest In Technology

In this chapter, the authors review how iPads were used in a middle grade math classroom of a technology magnet school. The school has received two mobile iPad carts in addition to the three they have. Ms. Martin, a science teacher at this middle school, has received one of the mobile iPad carts due to her interest in technology integration. Ms. Martin is considered to be an early adopter of technology at her school, and she has been using iPads for more than a year in her sixth grade classroom. Ms. Bennett, who recently received 25 iPads, paid a visit to Ms. Martin’s classroom to learn how to integrate iPads in her science classroom. This case study describes Ms. Bennett’s visit to Ms. Martin’s classroom on the day when the students were studying how to solve inequalities by using addition and subtraction. Ms. Bennett’s goal for the visit was to identify the different ways Ms. Martin was using iPads with her students, and monitor the comfort level of her students with the iPads. She documents what she learns from the visit, and discusses it with Ms. Martin; she also meets with Mr. Pallapu, the technology facilitator at school. Ms. Martin shares some tips and techniques that she can use in her classroom, and also some benefits and challenges of using the iPad. Mr. Pallapu provides her with a list of recommended apps and instructional strategies for using iPads in the classroom.

Characteristics and functions of sixteen-year-old students’ collaborative deliberation when working with socioscientific inquiry assignments

2015 ◽  
Vol 4 (2) ◽  
pp. 200-231
Author(s):  
Anne Kristine Byhring
Keyword(s):  
Instructional Strategies ◽  
Conversation Analysis ◽  
Scientific Literacy ◽  
Scientific Argumentation ◽  
Similar Reasoning ◽  
Functional Linguistics ◽  
Reasoning Patterns

In these student dialogues, deliberative aspects of argumentation in SSI inquiry are documented as different from strictly scientific argumentation. I suggest that deliberative argumentation is a complex alternation between reasoning patterns that relate to different activity layers. This understanding of deliberative argumentation emerged when analyzing students’ dialogues, developing the categories theme (theoria), inquiry (praxis) and inscribing (poeisis). Analyses are presented to account for this emerging understanding. The analyses utilize social functional linguistics (SFL), pragmatic conversation analysis, and rhetorical approaches to argumentation. What characterizes the students’ oral deliberation is an alternation between certain foci. Roberts’s (2011) use the terms theoria, praxis, and techne to characterize similar reasoning patterns in his Vision 1 and 2 of scientific literacy. I suggest that in civic deliberation all patterns of reasoning are necessary to handle SSI, whereas in strictly scientific argumentation, theoria is dominant. Such distinctions should also be considered when analyzing and developing instructional strategies.

scholarly journals Integration of Information and Scientific Literacy: Promoting Literacy in Undergraduates

2010 ◽  
Vol 9 (4) ◽  
pp. 536-542 ◽  
Author(s):  
Jason A. Porter ◽  
Kevin C. Wolbach ◽  
Catherine B. Purzycki ◽  
Leslie A. Bowman ◽  
Eva Agbada ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Information Literacy ◽  
Scientific Literacy ◽  
Information Science ◽  
Scientific Literature ◽  
First Year ◽  
Student Responses ◽  
Research Libraries ◽  
Academic Advancement ◽  
Undergraduate Experience

The Association of College and Research Libraries recommends incorporating information literacy (IL) skills across university and college curricula, for the goal of developing information literate graduates. Congruent with this goal, the Departments of Biological Sciences and Information Science developed an integrated IL and scientific literacy (SL) exercise for use in a first-year biology course. Students were provided the opportunity to access, retrieve, analyze, and evaluate primary scientific literature. By the completion of this project, student responses improved concerning knowledge and relevance of IL and SL skills. This project exposes students to IL and SL early in their undergraduate experience, preparing them for future academic advancement.

scholarly journals The Profile of Student Analytical Skills through Hypothetical Learning Trajectory on Colligative Properties Lesson

2019 ◽  
Vol 7 (3) ◽  
pp. 455
Author(s):  
Said Ali Akbar ◽  
Hasby Hasby
Keyword(s):  
Learning Outcomes ◽  
Learning Trajectory ◽  
Ability Test ◽  
Student Responses ◽  
Qualitative And Quantitative ◽  
Analytical Skills ◽  
Learning Path ◽  
Hypothetical Learning Trajectory ◽  
Learning Plans ◽  
Colligative Properties

Students often have difficulty in understanding chemistry lessons, especially Colligative Properties. Teachers should have systematic learning plans so that students understand the content of learning well. Hypothetical Learning Trajectory (HLT) is effective to be used in the learning process because it becomes an idea in designing detailed learning paths. Besides that, learning outcomes can be achieved well and optimally. This study uses qualitative and quantitative approaches. Data processing is carried out based on four assessment criteria. First, student responses that appear based on response predictions, second, student ability test scores, third, analysis of learning activities, and finally science process skills (SPS). The results showed that the didactic presented by the teacher as a student learning path was good enough. Only 12% of student responses are beyond predictions. Furthermore, student SPS through the use of HLT shows that classification and communication skills have a high value, respectively 82% and 81%. Meanwhile, based on Piaget's approach, students' conceptual abilities are better (56%), compared to other abilities. Therefore, the application of HLT to the material of colligative properties towards students is very good.

scholarly journals Manajemen Humas IAIN Madura Dalam Menarik Minat Masyarakat

2020 ◽  
Vol 5 (1) ◽  
pp. 74-82
Author(s):  
Imam Basofi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Mass Media ◽  
Public Relations ◽  
Public Interest ◽  
Qualitative Approach ◽  
Community Leaders ◽  
Student Responses ◽  
Management Function

Indonesia Manajemen hubungan masyarakat adalah sebuah fungsi manajemen yang didalamnya meliputi perencanaan, pelaksanaan, pengorganisasian dan evaluasi terhadap hubungan masyarakat. Hubungan masyarakat sangat penting keberadaannya didalam suatu organisasi. Dengan adanya manajemen yang baik maka humas di perguruan tinggi akan terlaksana secara efektif dan efisien. Adapun tujuan penelitian ini menfokuskan pada dua hal yaitu; 1) Bagaimana fungsi manajemen humas dalam menarik minat masyarakat di IAIN Madura, 2) Bagaimana pola komunikasi humas di IAIN Madura, 3) Bagaimana respon stakeholders terhadap humas di IAIN Madura. Penelitian ini menggunakan pendekatan kualitatif yang dilakukan di Institut Agama Islam Negeri Madura. Teknik pengumpulan data menggunakan teknik wawancara, observasi, dokumentasi. Tahapan analisis data dilakukan dengan penyajian data, redusi data, dan menarik kesimpulan. Pengecekan keabsahan data melalui meningkatkan ketekunan dan Member check. Hasil penelitian ini; 1. Fungsi manajemen hubungan masyarakat dalam menarik minat masyarakat. (a) perencanaan meliputi, perencanaan fisik, perencanaan fungsional, perencanaan secara luas, dan perencanaan dikombinasikan, (b) pengorganisasian humas dibagi sesuai dengan tupoksi, (c) pelaksanaan hubungan masyarakat, melakukan kerjasama dengan pihak internal dan eksternal kampus, malakukan promosi melalui media massa dan menggunakan peran alumni, (d) evaluasi hubungan masyarakat dilakukan disetiap akhir kegiatan. 2. Pola komunikasi humas, a) internal, melakukan rapat dan musyawarah, b) eksternal, melalui kerjasama, media massa (cetak dan online). 3. Respon stakeholders terhadap humas IAIN Madura, a) respon dosen, b) respon mahasiswa, c) respon tokoh masyarakat. Kata kunci: Manajemen Humas, Minat Masyarakat.   Inggris Public relations management is a management function which includes planning, implementing, organizing and evaluating public relations.  Public relations is very important presence in an organization.  With good management, public relations at universities will be carried out effectively and efficiently. The purpose of this study focuses on two things namely;  1) How is the function of public relations management in attracting public interest in IAIN Madura, 2) How is the pattern of public relations communicationIAIN Madura, 3) How is the response of stakeholders to public relations IAIN Madura. This study uses a qualitative approach conducted at the Madura State Islamic Institute.  Data collection techniques using interview, observation, documentation.  Stages of data analysis are performed by presenting data, data reduction, and drawing conclusions.  Checking the validity of the data through increasing perseverance and member checking. The results of this study;  1. The function of public relations management in attracting public interest.  (a) planning includes, physical planning, functional planning, broad planning, and combined planning, (b) organizing public relations is divided according to the main tasks and functions, (c) implementing public relations, collaborating with internal and external campus, conducting promotion through media  mass and using the role of alumni, (d) evaluation of public relations is done at the end of each activity.  2. Public relations communication patterns, a) internal, conducting meetings and deliberations, b) external, through cooperation, mass media (print and online).  3. Stakeholder responses to the PR IAIN Madura, a) lecturer responses, b) student responses, c) community leaders' responses. Keywords: Public Relations Management, Society Proclivity

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