Implementation of Authentic Assessment in Science Learning at Indonesian Schools

This article is intended for students of science education, science teachers and observers of science education. The article aims to discuss about authentic assessment in science teaching in schools. In addition, this article is associated with the implementation of the curriculum of 2013 in schools. Aspects reviewed in the article include: the concepts of authentic assessment, assessment in the curriculum of 2013, procedures of authentic assessment, and the application of authentic assessment in science learning. Readers after reading this article are expected to have an understanding of the concepts of authentic assessment, assessment in the curriculum of 2013, procedures in authentic assessment, and the application of an assessment of authentic in science learning.

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Confronting repressive ideologies with critical pedagogy in science classrooms

Cultural Studies of Science Education ◽

10.1007/s11422-021-10047-7 ◽

2021 ◽

Author(s):

Wilton Lodge

Keyword(s):

Social Justice ◽

Science Education ◽

Critical Pedagogy ◽

Science Teaching ◽

Classroom Discourse ◽

Science Learning ◽

Educational Practice ◽

Political Activity ◽

Science Classrooms ◽

Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

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The influence of previous exposure to science education on attitudes of preservice science teachers toward science teaching

Journal of Research in Science Teaching ◽

10.1002/tea.3660170408 ◽

1980 ◽

Vol 17 (4) ◽

pp. 315-320 ◽

Cited By ~ 3

Author(s):

'Diran Taiwo

Keyword(s):

Science Education ◽

Science Teaching ◽

Science Teachers ◽

Previous Exposure ◽

Preservice Science Teachers

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Acquiring Scientific and Technological Proficiency: State of Science Education in Bangladesh

Asian Journal of Humanity Art and Literature ◽

10.18034/ajhal.v6i2.363 ◽

2019 ◽

Vol 6 (2) ◽

pp. 179-194

Author(s):

Sabina Yeasmin ◽

Md. Dulal Mahmud

Keyword(s):

Science Education ◽

Science Teaching ◽

Science Studies ◽

Technological Development ◽

Current Situation ◽

Sharp Decline ◽

The Past ◽

The People ◽

Short Period ◽

Education Science

Developing scientific values in students’ mind is the goal of science teaching. Bangladesh, of late, has adopted various strategies to educate the people and mainly the children. There are still many challenges for the country to attain an acceptable standard of education. Science education here in Bangladesh is in a state of crisis. The enrolment for science studies in the country shows a sharp decline over the past few years. This discipline, what once used to be the most sought after subject at secondary, higher secondary and tertiary levels in the country, is losing its appeal in an alarming shift of choice. Indeed it is important know what the obstacles are and how they are removed within a stipulated short period. This paper aims to present the current situation of Bangladesh in terms of science and technological development in the education sector. There is no alternative of a scientifically and technologically literate workforce as the future economy will also be science i.e. ICT based.

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Access of indigenous peoples to formal education: science education: a challenge, a reality

Pro-Posições ◽

10.1590/1980-6248-2017-0147 ◽

2020 ◽

Vol 31 ◽

Author(s):

Maria do Carmo Ferreira Mizetti ◽

Ivan Renato Cardoso Krolow ◽

Maria do Rocio Fontoura Teixeira

Keyword(s):

Science Education ◽

Ethnic Groups ◽

Science Teachers ◽

Indigenous Peoples ◽

Formal Education ◽

Rio Grande ◽

School Libraries ◽

Financial Resources ◽

Rio Grande Do Sul ◽

Education Science

Abstract Faced with the refuted hypothesis of the reduction and the extinction of indigenous peoples in Brazil, new perspectives and demands have emerged. This research aimed to investigate the access of indigenous peoples to formal education, especially in relation to science education in the state of Rio Grande do Sul. The indigenous schools of the Kaingáng and the Guarani ethnic groups were contextualized from the perspective of spatialization considering the Mesoregions, the municipalities, and the respective Regional Education Coordinators. The aspects investigated include number of enrollments (from 2011 to 2015), number of science teachers and their respective ethnicities, and the contribution of the school libraries. Thus, it is understood that there is a great reflection and consequent application of financial resources, aiming at the inclusion of indigenous peoples. However, demands have been identified, such as the adoption of principles of interculturality and bilingualism, the lack of adequate libraries and collections, the lack of science teachers, and the lack of indigenous teachers.

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Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

Journal of Education and Learning ◽

10.5539/jel.v6n3p23 ◽

2017 ◽

Vol 6 (3) ◽

pp. 23 ◽

Cited By ~ 3

Author(s):

Burhan Ozfidan ◽

Baki Cavlazoglu ◽

Lynn Burlbaw ◽

Hasan Aydin

Keyword(s):

Science Education ◽

Science Teaching ◽

Science Teachers ◽

Teaching And Learning ◽

Teaching Science ◽

Science Teaching And Learning ◽

Learning And Teaching ◽

American Science ◽

Study Results ◽

Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

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A coherent approach to the development of science education Science learning and instruction: Taking advantage of technology to promote knowledge integration

Studies in Science Education ◽

10.1080/03057267.2012.720769 ◽

2012 ◽

Vol 48 (2) ◽

pp. 217-221

Author(s):

John K. Gilbert

Keyword(s):

Science Education ◽

Science Learning ◽

Knowledge Integration ◽

Education Science ◽

Learning And Instruction

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In-service teacher education course module design focusing on usability of ICT applications in science education

Nordic Studies in Science Education ◽

10.5617/nordina.523 ◽

2012 ◽

Vol 8 (2) ◽

pp. 138-149 ◽

Cited By ~ 1

Author(s):

Jari Lavonen ◽

Heidi Krzwacki ◽

Laura Koistinen ◽

Manuela Welzel-Breuer ◽

Roger Erb

Keyword(s):

Teacher Education ◽

Science Education ◽

Science Teaching ◽

Science Teachers ◽

Teaching And Learning ◽

Problem Analysis ◽

International Survey ◽

Science Teaching And Learning ◽

Design Based Research ◽

Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

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THE USE OF MEDIA FOR SCIENCE TEACHING IN ISLAMIC SCHOOLS

Jurnal Pendidikan Edutama ◽

10.30734/jpe.v5i1.106 ◽

2018 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Abd Ghofur

Keyword(s):

Science Teaching ◽

Science Teachers ◽

Diffusion Of Innovation ◽

Learning Process ◽

Science Learning ◽

Purposive Sampling ◽

Islamic Schools ◽

Qualitative Descriptive ◽

The Media ◽

Data Collection Technique

Abstract: This paper aims to describe the use of media in science learning in terms of three indicators, namely: a) diffusion of innovation, b) implementation and institutionalization, and c) policies and regulations. This research was conducted for four months using qualitative descriptive design with data collection technique through questionnaire, interview, and observation. The subjects of the study were class VII on MTs Putra Putri Lamongan and MTs Maslakul Huda Paciran selected by purposive sampling. The results showed that science teachers in Islamic schools utilize various media of learning in the form of visual and audiovisual media designed as a medium of teaching science, for example LCD projector, props, etc. In addition, teachers also develop their own simple media designed to be utilized in science teaching, such as cloth, water, soil, and so forth. Technically, teachers are documenting the use of instructional media in the Lesson Plans (RPP) which refer to the 2013- curriculum format , but the RPP is not always brought during the learning process. In addition, school policy does not provide written regulations for teachers to use the media in the learning process. Keywords: the use of media, science teaching Abstrak: Tulisan ini bertujuan untuk mendeskripsikan pemanfaatan media dalam pembelajaran sains yang ditinjau dari tiga indikator, yakni a) difusi inovasi, b) implementasi dan pelembagaan, serta c) kebijakan dan regulasi. Penelitian ini dilakukan selama empat bulan menggunakan rancangan deskriptif kualitatif dengan teknik pengumpulan data melalui angket, wawancara, dan observasi. Subyek penelitian adalah kelas VII pada MTs Putra Putri Lamongan dan MTs Maslakul Huda Paciran yang dipilih secara purposive sampling. Hasil penelitian menunjukkan bahwa guru sains di sekolah Islam memanfaatkan ragam media pembelajaran dalam bentuk media visual dan audio visual yang didesain sebagai media pembelajaran sains, misal LCD proyektor, alat peraga, dll. Selain itu, guru juga mengembangkan media sederhana sendiri yang didesain untuk dimanfaatkan dalam pembelajaran sains, misalnya kain, air, tanah, dan lain sebagainya. Secara teknis, guru mendokumentasikan pemanfaatan media pembelajaran tersebut dalam Rencana Pelaksanaan Pembelajaran (RPP) yang mengacu format Kurikulum 2013, namun RPP tersebut tidak selalu dibawa saat proses pembelajaran. Selain itu, kebijakan sekolah tidak memberikan regulasi secara tertulis untuk guru melakukan pemanfaatan media dalam proses pembelajaran. Kata Kunci: pemanfaatan media, pembelajaran sains

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THE CONSTRUCTION ACTIVITY AS A METHOD OF POLYTECHNIC AND SCIENCE LEARNING

10.33225/balticste/2019.76 ◽

2019 ◽

Author(s):

Marie Hubálovská ◽

◽

Štěpán Hubálovský ◽

Pavel Krejčí ◽

◽

...

Keyword(s):

Science Education ◽

Secondary School ◽

Science Learning ◽

School Construction ◽

Lower Secondary School ◽

The Czech Republic ◽

Research Orientation ◽

Construction Activity ◽

Faculty Of Education ◽

Education Science

The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children’s interest in technical and science subjects is decreasing in recent years in the Czech Republic. The research aims are to prove the applicability and effectiveness of multidisciplinary methods in teaching of technical and science subjects. The research observed the effect of the use of construction activity in teaching of physics in lower secondary school. The results of research confirmed that working and construction activity can develop technical and science thinking of children. Keywords: polytechnic education, science education, lower secondary school, construction activity, construction kit.

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