scholarly journals The development of pupils´ Science process skills at secondary school

2019 ◽  
Author(s):  
Peter Demkanin ◽  
Lucia Klinovská ◽  
Peter Horváth
Keyword(s):  
Physics Education ◽  
School Science ◽  
Theoretical Background ◽  
Process Skills ◽  
Planning Stage ◽  
Science Process Skills ◽  
Quality Scale ◽  
Physics Experiment ◽  
Physics Experiments

The object of the article is a description and development of selected pupils´ science process skills. We focus on the planning stage of the physics experiment and on the age level 14-16 years. We aimed at possibilities of developing selected pupils´ science process skills such as predicting and formulation of hypotheses. We describe also the process of preparation of specific activities for the development of selected science process skills. We present our experience with the utilization of specially designed activities we have designed and used in physics education at grammar school. Science process skills are inseparable from the conceptual understanding of phenomena studied - we examine the theoretical background, pupils use in the formulation of their predictions and hypothesis, and also we examine the clarity and deepness of their argumentation. Besides, we discuss the role of social learning – we examine the role of teamwork in the planning of experiments, and also we discuss the differences between the planning of laboratory experiments and out-of-door experiments. In the second part of our contribution, we present our experience with the implementation of physics experiments planned by the students themselves, in which the task for the pupils is also to formulate the problem itself. In the last part, we present a Hypotheses quality scale, a tool for comparison of students´ hypotheses, to compare how they formulate hypotheses in the first, second and third activity in a series. We did also a comparison between hypotheses formulated in activities prepared by the teacher and hypotheses formulated for experiments planned by pupils themselves.

scholarly journals THE ROLE OF KNOWLEDGE MASTERY AND SCIENCE PROCESS SKILLS TO INCREASE THE SCIENTIFIC CREATIVITY

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Zulkarnaen Zulkarnaen ◽  
ZA Imam Supardi ◽  
Budi Jatmiko
Keyword(s):  
Significant Role ◽  
Creative Thinking ◽  
Coefficient Of Determination ◽  
Teaching Model ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
Science Process Skills ◽  
8Th Grade

The purpose of this research is to know how big the role of mastery of knowledge and science process skills to improve scientific creativity, using C3PDR teaching model, that is teaching model that encourage and utilize knowledge mastery, science process skill, creative thinking technique and motivation to improve student's scientific creativity. The data used are the results of pre-test and post-test of: the mastery of knowledge, scientific process skills and scientific creativity, as a result of the implementation of the model conducted in the 2015/2016 learning year. The sample of this research is 160 students of 8th grade divided into 5 classes in two schools in Samarinda city. The magnitude of the role is expressed by the coefficient of determination (r2) and the probability value (p). Scores of the mastery of knowledge, scientific process skills and scientific creativity are grouped into 5 levels. Data were analyzed using Kendall Tau test b. The results showed: 1) mastery of knowledge plays a significant role to increase of scientific creativity by 30% indicated by the mode r2> 0.3 and p mode <0.0001, in the weak category, 2) the science process skills play a significant role of 20% indicated by the mode r2> 0.20 and p mode <0.0001, in the weak category. Mastery of knowledge that plays a role in scientific creativity is the mastery of knowledge more broadly and in more detail. The science process skills that plays a role in scientific creativity is of determining the variables. How the role of mastery of knowledge and skills of scientific processes in enhancing scientific creativity is discussed in this article.

Correlation Modes Initial Setting Investigation-Based Group Inquiry Model Formulating Grant Hypotheses Against Student Ability in Science Skills

2021 ◽  
Vol 8 (2) ◽  
pp. 621-629
Author(s):  
Jurubahasa Sinuraya ◽  
Abdul Hamid K ◽  
Efendi Napitupulu
Keyword(s):  
Data Analysis ◽  
Coefficient Of Determination ◽  
Process Skills ◽  
Abstract Concepts ◽  
Science Process Skills ◽  
Physics Students ◽  
Analysis Technique ◽  
Initial Setting ◽  
Statistical Analysis Technique ◽  
Physics Experiments

In the implementation of experimental activities, the competence that is expected to be mastered by a student is to appreciate the various concepts and principles of advanced physics by conducting various physics experiments and being able to develop creativity in designing experiments. Physics lessons are subjects related to numbers and some abstract concepts. The study aims to determine the correlation of the Initial Setting variable (X) of the Investigation-Based Group Inquiry Model to the science process skills variable (Y). Data analysis used a single linear regression correlation test using SPSS. The research sample was physics students. The data analysis technique used in this research is the statistical analysis technique of quantitative data calculations. The results of the analysis for the coefficient of determination R Square of 0.251 indicate that 25.1% of science process skills have a direct effect by the Initial Setting (X) variable of the Investigation-Based Group Inquiry Model.

scholarly journals The Effectiveness of Fluid Physics Practicum Module Based On Wetland Environment to Train Science Process Skills

2021 ◽  
Vol 3 (2) ◽  
pp. 76-84
Author(s):  
Zainuddin Zainuddin ◽  
Mastuang Mastuang ◽  
Misbah Misbah ◽  
Melisa Melisa ◽  
Fitriana Dewi Ramadhani ◽  
...  
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Physics Education ◽  
Skills Assessment ◽  
Process Skills ◽  
Science Process Skills ◽  
Average Value ◽  
Fluid Physics ◽  
Assessment Sheet ◽  
Product Effectiveness

The purpose of this study was to describe the effectiveness of a wetland environment-based practicum module to train students' science process skills. This research was a research and development study with a 4D model (Define, Design, Develop and Disseminate) with the limitations of this research in the form of product effectiveness only. The product has been validated and the result was 89% categorized as very valid. The subjects of the trial were students of Lambung Mangkurat University Physics Education and the subjects of the distribution stage were Physics Tadris students UIN Antasari. The instrument used in the study was a science process skills assessment sheet, meanwhile the data analysis is done by calculate the n-gain on the value of science process skills and accompanied by the average value of each meeting as supporting data. The results shows that this module was effective in the medium category. It can be conclude that this wetland environment-based practicum module is effective for use in lectures.

scholarly journals An Identification of Physics Pre-Service Teachers' Science Process Skills Through Science Process Skills-Based Practicum Guidebook

2018 ◽  
Vol 7 (2) ◽  
pp. 239 ◽  
Author(s):  
Darmaji Darmaji ◽  
Dwi Agus Kurniawan ◽  
Ai Suryani ◽  
Ayu Lestari
Keyword(s):  
Physics Education ◽  
Process Skills ◽  
Education Students ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Study Programs ◽  
Basic Physics ◽  
Data Tables ◽  
Quantitative Descriptive ◽  
Descriptive Method

This research was conducted to identify the science process skills of the physics education students of Jambi University in prism refraction practicum after using the basic physics practicum guidebook II. This research is a quantitative descriptive method. The study was conducted with a sample of 91 students. Data collection techniques were carried out using a science process skill observation sheet which was supported by interviews and documentation. Data were analyzed using descriptive statistics. The results showed that most students are highly skilled in implementing science process skills-based practicum with the following percentages: observing by 48.35%, classifying by 38.46%, measuring by 39.56%, predicting by 58.64%, compiling data tables by 51.65%, making graph by 58.24%, planning the experiment by 61.54%, and conducting the experiment by 45.05%. The students were also quite skilled in constructing hypotheses and defining variables with the percentage of 57.14% and 39.56%, respectively. The results of the study are expected to be used as a consideration for study programs and other faculties at Jambi University as well as other universities to conduct related studies.

scholarly journals Description of Integrated Science Process Skills in Physics Education Students in Convex Mirror Practicum

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Sinta Oktavia ◽  
Utari Prisma Dewi
Keyword(s):  
Physics Education ◽  
Sampling Technique ◽  
Process Skills ◽  
Process Data ◽  
Education Students ◽  
Science Process Skills ◽  
Integrated Science ◽  
Study Programs ◽  
Basic Physics ◽  
Convex Mirror

This study aims to determine the description of students towards the use of ICT-based convex mirror material guidebooks. The population of this study was the students of the Jambi University physics education class program in 2018. The sampling technique used total sampling, so that the sample of this study was all physical education students at the University of Jambi with 105 students in class 2018 Indicators of observed process skills included the identification of variables, making tables data, Make a graph, Explain the relationship between variables, Obtain and process data, Analyze investigations, Make hypotheses, Identify variables by ovational, design experiments, and conduct experiments. Process skill data is measured through a basic physics practicum performance evaluation sheet, when practitioners conduct convex mirror practicum activities. Data were analyzed using descriptive statistics. The analysis shows that the average Science Process Skills are categorized as good and very good, this shows that students have mastered the integrated Science Process Skills. The results of this study are expected to be a consideration for physics study programs to conduct related studies for other practicum subjects.

scholarly journals The Development of Science Process Skills in Physics Education

2015 ◽  
Vol 186 ◽  
pp. 982-989 ◽  
Author(s):  
Martina Hodosyová ◽  
Jana Útla ◽  
MonikaVanyová ◽  
Petra Vnuková ◽  
Viera Lapitková
Keyword(s):  
Physics Education ◽  
Process Skills ◽  
Science Process Skills
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