scholarly journals POTENSI INTEGRASI KEARIFAN LOKAL DAYAK DALAM PEMBELAJARAN ILMU PENGETAHUAN ALAM DI SEKOLAH DASAR KOTA PALANGKA RAYA

2021 ◽  
Vol 4 (1) ◽  
pp. 29-44
Author(s):  
Sakman PPKn UPR ◽  
Kristiani Natalina
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Natural World ◽  
Cultural Backgrounds ◽  
Sociocultural Perspectives ◽  
Narrow View ◽  
The Relationship ◽  
Prospective Science Teachers

The focus of the study was to identify the nature of worldview held by candidate science teacher, and explores the relationship, if any, between their worldview and their conception of nature of science. In addition, the implication of this relationship for science teaching and learning are discussed. Participants were 30 Dayak prospective science teachers. Their conception of nature f science and their worldview specific to humans’ relationship with the natural world were assessed using a questionnaire in conjunction with follow up interviews. The results show that 70% of the participant, irrespective to their cultural backgrounds, hold the nature centric worldview, while 30% of them have the anthropocentric worldview. And the interview result confirm that participants possessed narrow view about the nature of science, where they described science as based on facts only, core on observation, no creativity and tentative due to the change of facts. The study suggests the need to for incorporating sociocultural perspectives and nature of science in the curriculum.

scholarly journals Importance of Teachers’ Beliefs in Development of Scientific Literacy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 77-87
Author(s):  
Katarína Kotuľáková
Keyword(s):  
Factor Analysis ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Q Methodology ◽  
Educational Process ◽  
Science Process Skills ◽  
Teachers Beliefs ◽  
Teaching Situations

Abstract Science teachers communicate curricula goals to their students, prepare teaching situations and lead their students through them in order to learn science. The purpose of this study was to identify the beliefs of teachers about teaching and learning, specifically, what the teachers focus on, how they comprehend knowledge and their role in the process of learning since they can promote or hold back development of scientific literacy. Q methodology was used to investigate the beliefs of 65 science teachers by having them rank and sort a series of 51 statements. Factor analysis was used to identify identical patterns. The analysis showed that the teachers held four types of dominant beliefs about the effectiveness of science instruction and some common feature which have potential to influence educational process. Teachers concentrate on covering the content even if they declare the importance of personal construction, feel responsible for students’ learning and its outcomes. Despite stressing the activity of the students, the teachers did not emphasize particular science process skills and scaffolding process. The findings of the study suggest that systematic trainings focused on the nature of science and the scaffolding process would be beneficial for teachers in all identified factors.

scholarly journals Dealing with Metric Unit Conversion: An Examination of Prospective Science Teachers’ Knowledge of and Difficulties with Conversion

2018 ◽  
Vol 29 (3) ◽  
pp. 174-182
Author(s):  
Emrah Oguzhan Dincer ◽  
◽  
Aslihan Osmanoglu ◽  
Keyword(s):  
Qualitative Study ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Related Literature ◽  
The Past ◽  
Measurement Units ◽  
Unit Conversion ◽  
Metric Measurement ◽  
The Relationship ◽  
Prospective Science Teachers

The aim of this study was to examine prospective science teachers’ knowledge of and difficulties with the metric unit conversion. The participants of the study were 73 prospective science teachers. In this qualitative study, a measurement test with 14 questions was administered to the participants to examine their knowledge of and difficulties with unit conversion. The questions of the test were related to metric measurement units for length, area, volume, and mass, as well as to the knowledge of the approximate size of a body and some uses of metric units. For the first 11 questions, participants’ answers were evaluated as right or wrong. To examine the reasons lying behind their difficulties, their explanations on the past three open-ended questions were analyzed. The findings indicated that prospective teachers’ performance on unit conversion was not satisfying in general, and their major difficulties were mainly related to the conversion from gram into microgram, mg into g, ml into cm3, dm3 into mm3, gigameter into nanometer, mm2 into m2, and determining the relationship between centigram and dekagram. The implications for the field are discussed in light of the related literature.

scholarly journals An Explicit and Integrated NOS Flow Map in Instruction of Nature of Science based on the History of Science.

2018 ◽  
pp. 646-655
Author(s):  
Jun-Young Oh
Keyword(s):  
Education Reform ◽  
History Of Science ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Special Theory ◽  
Theory Of Relativity ◽  
History Of ◽  
The Individual ◽  
Flow Map

The aims of this research are, (ⅰ) to consider Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of Nature of Science (NOS), and (ⅱ) to explore the inter-relationships within the individual elements or tenets of nature of science (NOS), based on the dimensions of scientific knowledge in science learning, this study suggests that instruction according to our Explicit Integrated NOS Map should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy. And it shows that these perspectives of the history of science are well applied to Einstein’s special theory of relativity. Therefore, an Explicit Integrated NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

Self-regulated learning in science

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 30-31
Author(s):  
Ichiro Wada
Keyword(s):  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Professional School ◽  
Scientific Concepts ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
National University ◽  
The Relationship

Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.

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