scholarly journals Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations

2020 ◽  
Vol 11 ◽  
Author(s):  
Marcia Eugenio-Gozalbo ◽  
Lourdes Aragón ◽  
Inés Ortega-Cubero
Keyword(s):  
Science Learning ◽  
Learning Assessment ◽  
Learning Contexts ◽  
Graphic Representations

scholarly journals USOS DE LA EVALUACIÓN EN LOS DIFERENTES MOMENTOS DE UNIDADES DIDÁCTICAS COOPERATIVAS

2016 ◽  
Vol 2 (1) ◽  
pp. 517
Author(s):  
Verónica Jiménez Perales ◽  
Mila Naranjo Llanos
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Point Of View ◽  
Learning Assessment ◽  
Research Focus ◽  
Educational Assistance ◽  
Learning Contexts ◽  
First Approximation ◽  
Opposite Point ◽  
Independent Process

Abstract:ASSESSMENT USES AT DIFFERENT MOMENTS OF COOPERATIVES DIDACTIC UNITSThe traditional conception of learning assessment has been conceived, often, as an independent process of teaching and learning process, but assessment and, more concretely, inclusive assessment has an opposite point of view and it is considerate as an inherent element of this process. This research focus on inclusive assessment in cooperative learning contexts, in schools that implement the CL/LC Program: cooperate to learning, learning to cooperate, developed by the GRAD’s members (Diversity Attention Research Group) of University of Vic. Considering the methodology that propose that program, and the planning and development of didactic units at different moments they can be divided through cooperative structures the hypothesis on the study are linked to a first approximation of the use of evaluation along the process of teaching and learning by teachers. The research results support the hypothesis that implement the CL/LC Program in classrooms should be go according to an inclusive assessment that allow regulate and adjust the educational assistance to students.Keywords : inclusive assessment, learning regulation, cooperative learning,

scholarly journals Aprender ciências na educação pré-escolar: o caso da flutuação e afundamento de objetos em água

2020 ◽  
Vol 4 (3) ◽  
pp. 414-437
Author(s):  
Paulo Varela ◽  
Maria João Mota ◽  
Cléria Maria Wendling
Keyword(s):  
Physical Characteristic ◽  
Science Learning ◽  
Preschool Education ◽  
Learning Sciences ◽  
Learning Assessment ◽  
Pedagogical Intervention ◽  
Investigative Approach

Resumo: Este artigo analisa o processo de exploração de uma atividade sobre a flutuação de objetos em água, promovido com crianças da educação pré-escolar. A atividade integrou-se numa intervenção pedagógica que teve como objetivo promover uma abordagem prática e investigativa das ciências. A análise incide no diário de campo do educador-investigador. Os resultados revelam que as explicações iniciais das crianças sobre a flutuação incluem uma única característica física dos objetos. O peso tende a dominar, através do esquema “pesado afunda” e “leve flutua”. A combinação dos dados do diário com os resultados da avaliação das aprendizagens mostra que as crianças reconhecem a existência de objetos pesados que flutuam e leves que afundam e algumas são capazes de relacionar o peso do objeto com a força da água – impulsão, em situação de flutuação. São ainda identificadas estratégias promotoras dessas aprendizagens, destacando-se o papel de suporte e orientação do educador.Palavras-chave: Aprendizagem por Investigação; Flutuação e Afundamento; Educação Pré-escolar. Learning sciences in preschool education: the case of floating and sinking of objects in waterAbstract: This article analyses the process of exploring an activity on the floating of objects on water, promoted with children. The activity was part of a pedagogical intervention that aimed to promote a practical and investigative approach to science learning. The analysis focuses on the educator-researcher field diary. The results show that the children's initial explanations of floating include only one physical characteristic of the objects. The weight tends to dominate, through the “heavy sinks” and “light floats” scheme. The combination of data from the diary with the results of the learning assessment shows that children recognize the existence of heavy objects that float and light ones that sink and some are able to relate the object's weight with the water's upthrust force in a floating situation. Strategies that promote these learnings are also identified, with highlight to the educator's support and guidance role.Keywords: Inquiry-based Science Learning; Floating and Sinking; Preschool Education. 

scholarly journals Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

2021 ◽  
Author(s):  
Tuike Iiskala ◽  
Simone Volet ◽  
Cheryl Jones ◽  
Milo Koretsky ◽  
Marja Vauras
Keyword(s):  
Science Learning ◽  
Successful Outcome ◽  
Verbal Interactions ◽  
Academic Level ◽  
Coding Systems ◽  
Learning Contexts ◽  
Diverse Learning ◽  
Metacognitive Regulation ◽  
Video And Audio ◽  
Analytical Tools

AbstractThis study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

Science Learning Assessment

2009 ◽  
Author(s):  
Ala Samarapungavan ◽  
Panayota Mantzicopoulos ◽  
Helen Patrick ◽  
Brian French
Keyword(s):  
Science Learning ◽  
Learning Assessment

scholarly journals Trending Research Topics in the Field of Physics Education from 2017 to 2019 in Highly Reputable International Journals

2021 ◽  
Vol 10 (1) ◽  
pp. 29-36
Author(s):  
Hartono Bancong ◽  
Nurazmi Nurazmi ◽  
Tri Hastiti Fiskawarni ◽  
Jisun Park
Keyword(s):  
Science Education ◽  
Education Research ◽  
Content Analysis ◽  
Physics Education ◽  
Science Learning ◽  
Descriptive Study ◽  
Physics Education Research ◽  
Research Topics ◽  
Learning Contexts ◽  
Data Collection And Analysis

This study aims to map the physics education research topics trending in the last three years in highly reputable international journals. This is a descriptive study that analyzed 511 articles using content analysis. All articles were selected from the top 3 academic journals: International Journal of Science Education (IJSE), Research in Science Education (RISE), and Science Education (SE). All three journals have JSRs above 0.8 with a quartile of Q1. Data collection and analysis were carried out from April to September 2020. The results showed that the top research topics in the IJSE journal were science learning: contexts, characteristics, and interactions with a percentage of 15.05%. Likewise, in the RISE journal, the topics of science learning: contexts, characteristics, and interactions also ranked first with a percentage of 16.30%. Meanwhile, the top research topics in the SE journal were STEM/STEAM, with a percentage of 13.28%. Based on the results, it can be concluded that overall, the top three research topics highlighted by physics researchers in highly reputable international journals from 2017 to 2019 period were science learning: contexts, characteristics and interactions, STEM/STEAM, and curriculum and assessment.

scholarly journals PENGGUNAAN ASESMEN PEMBELAJARAN IPA BAGI SISWA VISUAL IMPAIRMENT DI SLB JAWA TENGAH

2017 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Indri Nurwahidah
Keyword(s):  
Data Collection ◽  
Visual Impairment ◽  
Science Learning ◽  
Learning Assessment ◽  
Central Java ◽  
Use Of Assessment

Mata pelajaran IPA membutuhkan lebih banyak visualisasi dibanding dengan mata pelajaran yang lain, padahal hal tersebut tidak dapat dilakukan oleh siswa dengan visual impairment. Penelitian ini bertujuan untuk menganalisis apakah penggunaan asesmen pembelajaran IPA bagi siswa SLB dengan visual impairment sudah berjalan dengan baik sesuai dengan peraturan maupun kurikulum yang sedang berlaku di sekolah tersebut. Penelitian ini melibatkan empat sekolah luar biasa (SLB) A yang berada di Jawa Tengah, yaitu SLB Negeri Semarang, SLB A Dria Adi Semarang, SLB Negeri Boyolali, dan MILB Budi Asih Semarang. Metode pengumpulan data di empat SLB A Jawa Tengah diperoleh dengan cara wawancara, observasi, dan dokumentasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa penggunaan asesmen di SLB A Jawa Tengah belum maksimal, sarana dan prasarana penunjang untuk menyususn asesmen yang sesuai dengan standar untuk siswa dengan visual impairment masih sangat terbatas. Empat SLB di Jawa Tengah tempat dilakukannya penelitian, hanya satu sekolah diantaranya yang memiliki mesin ketik dan printer braille yang dapat berfungsi dengan baik. USE OF SCIENCE LEARNING ASSESSMENT FOR STUDENTS WITH VISUAL IMPAIRMENT AT SLB CENTRAL JAVA Abstract Science subjects require more visualization than any other subject, whereas it cannot be done by students with visual impairment. This research is conducted to find out whether the use of science learning assessment for students with visual impairment has been run well in accordance with the rules and curriculum that are in effect in the school. This research involves four extraordinary schools (SLB) A located in Central Java. Methods of data collection in four SLB A Central Java are interview, observation, and documentation. Based on the result of the research, it can be concluded that the use of assessment in SLB A Central Java has not been maximal yet supporting facilities and infrastructures to arrange the assessment according to the standard for students with visual impairment is still very limited. Four SLBs in Central Java where research is conducted, only one school has a typewriter and braille printer that can function properly.

scholarly journals The Use of Augmented Reality Cards to Improve Science Learning Outcomes About the Effect of Force on The Shape and Motion of Objects

2020 ◽  
Vol 4 (3) ◽  
pp. 228
Author(s):  
Inge Nur Indah Sri Rejeki Ratna Ningsih
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Science Learning ◽  
Lesson Plan ◽  
Learning Assessment ◽  
Assessment Instruments ◽  
Plan Implementation ◽  
Planning Stage ◽  
Student Activities ◽  
Implementation Stage

The Science Learning of Kepanjen II Elementary School, Kecamatan Jombang, in the fourth grade on the effect of force on the shape and direction of motion of objects, experienced problems in the form of difficulty understanding the material by students. The results of the learning evaluation show that only 55% of the 30 students scored above the predetermined KKM of 75.0. Based on the problems that occur, the researchers plan to improve learning in 2 cycles. At the planning stage, it is carried out by analyzing KI and KD, making indicators, learning objectives, and continuing with compiling a lesson plan implementation and developing learning assessment instruments. Finally, in the planning stage, it is to create learning media, the Augmented reality application. At the implementation stage of learning has increased both teacher activities and student activities. Overall, the increase in teacher activity increased from 70% to 80%. Meanwhile, student activity increased from 72% to 90%. Learning outcomes before using Augmented Reality card media classical completeness of 55%. The results of student learning in the first cycle of classical completeness of 63% and the second cycle has increased to 84%.

Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices

2020 ◽  
Vol 12 (2) ◽  
pp. 33-56
Author(s):  
Trina J. Kilty ◽  
Andrea C. Burrows
Keyword(s):  
Mobile Devices ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Assessment ◽  
Learning Activity ◽  
Knowledge Gain ◽  
Observation Data ◽  
Science Content ◽  
Eligibility Criteria

The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards.

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