Practical work in middle school Geology: Sand analysis lab

2020 ◽  
Author(s):  
Sílvia Ferreira
Keyword(s):  
Middle School ◽  
Science Education ◽  
Depositional Environments ◽  
Practical Work ◽  
Process Skills ◽  
Education Students ◽  
Science Process Skills ◽  
Size Sorting ◽  
Understanding Of Science ◽  
Average Size

<p>The work presented in the poster is focused on the analysis of different sand samples in laboratory activities, at the level of middle school Portuguese science education. The role of practical work in offering students the opportunity to experience the process of scientific investigation is one of the arguments for practical work in science education. Students are expected to both learn scientific knowledge and mobilize science process skills whenever they are doing practical activities. Practical work has an important role in helping students to develop links between observations and ideas and to develop students’ understanding of science processes.</p><p>In sand analysis lab activity the students studied different sand samples under magnification and made observations on the sand grains size, sorting, shape, and composition. The differences in sand samples were related by the students to the depositional environments. For instance, the average size of the sand particles reflects both the strength of the current that carried them and the sizes of the crystals eroded from the parent rock. The range and relative abundance of the various sizes are also significant. The shapes of sand grains can also be important clues to their origin. Sand grains are rounded by abrasion as grains are knocked together during transport. For that reason, angular grains usually imply short distances of transportation. From the composition of sands, it is also possible to deduce the nature of the source areas that were eroded to produce the sand grains. The poster gives some examples of the observations of sand samples, in order to make clear the procedures and the discussion followed in the classroom.</p><p>The activity presented also intended to promote the development of science process skills with different levels of complexity. The science process skills are considered to be ways of thinking more directly involved in scientific research, such as observing, measuring, predicting, formulating problems and hypotheses, controlling variables and, interpreting data. These aspects are discussed in the poster and some examples of science process skills are given.</p>

scholarly journals Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

2010 ◽  
Vol 9 (4) ◽  
pp. 524-535 ◽  
Author(s):  
David Coil ◽  
Mary Pat Wenderoth ◽  
Matthew Cunningham ◽  
Clarissa Dirks
Keyword(s):  
Faculty Perceptions ◽  
Collaborative Work ◽  
Oral Communication ◽  
Data Interpretation ◽  
Scientific Writing ◽  
Process Skills ◽  
Science Content ◽  
Science Process Skills ◽  
Primary Literature ◽  
Understanding Of Science

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

scholarly journals SCIENCE PROCESS SKILL ASSESSMENT PRACTISE BY SCIENCE TEACHERS IN JOHORE SECONDARY SCHOOL

2019 ◽  
Vol 4 (33) ◽  
pp. 143-153
Author(s):  
Norlly Mohd Isa ◽  
Hamimah Abu Naim
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Practical Work ◽  
Skill Assessment ◽  
Survey Method ◽  
Process Skills ◽  
Science Process Skills ◽  
Science Process Skill ◽  
Paper Method ◽  
Work Method

This study aims to examine the practice of the Science Process Skills (SPS) assessment conducted by science teachers in secondary schools in Johor. A total of 254 teachers became survey respondents who answered 28 questions on the assessment methodology practiced in assessing the skills of the student science process skills in the classroom. In this study, four most commonly used assessment methods were selected based on the initial studies conducted. The four methods of assessment are oral questioning, test papers, worksheets and practical work. The information in this study was obtained through survey method using questionnaire instrument. Respondents made the choice of practice form of SPS assessment used by respondents in the classroom by frequency. The reliability index of the respondent is 0.90 showing a high and very good value with Cronbach Alpha value of 0.93. The findings of the study show that the method of worksheet is the most commonly used method with average measurements of -0.32 followed by practical work method (-0.19), oral questioning method (0.21) and most commonly used for estimating SPS is the test paper method (0.24). Although the range of each method is very small, it shows the four methods used by the teacher consistently during the assessment of SPS.

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 SUPPORTING INQUIRY BASED LABORATORY PRACTICES WITH MOBILE LEARNING TO ENHANCE STUDENTS’ PROCESS SKILLS IN SCIENCE EDUCATION

2016 ◽  
Vol 15 (2) ◽  
pp. 216-231
Author(s):  
Sertac Arabacioglu ◽  
Ayse Oguz Unver
Keyword(s):  
Science Education ◽  
Mobile Learning ◽  
Science Teacher Education ◽  
Process Skills ◽  
Group Discussions ◽  
Science Process Skills ◽  
Inquiry Based Learning ◽  
Education Group ◽  
Quality Of Water

Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. Key words: inquiry based laboratory practices, mobile learning, science process skills, and water quality.

scholarly journals REVIU LITERATUR TENTANG KETERAMPILAN PROSES SAINS

2014 ◽  
Vol 2 (1) ◽  
pp. 194
Author(s):  
Ni Nyoman Sri Vutu Verawati ◽  
Saiful Prayogi ◽  
Muhammad Asy’ari
Keyword(s):  
Science Education ◽  
Thinking Skills ◽  
Teaching Science ◽  
Process Skills ◽  
Science Process Skills ◽  
Scientific Principles ◽  
Scientific Skills ◽  
Scientific Learning

This article describes scientific learning that focuses on the implementation of learning on scientific principles to build students' thinking skills in accordance with the 2013 curriculum. The essence of science education becomes the main foundation of the importance of teaching science process skills in learning. Scientific skills that are important to train learners in conducting scientific activities. These skills include, 1) observing; 2) interpret; 3) predict; 4) using tools and materials; 5) apply the concept; 6) planning research; 7) communicate.

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 EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING

2020 ◽  
Vol 19 (2) ◽  
pp. 276-288
Author(s):  
Irene Lue Leh Ping ◽  
Lilia Halim ◽  
Kamisah Osman
Keyword(s):  
Practical Work ◽  
Experimental Methodology ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Explicit Teaching ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control

Science educational standards are increasingly emphasising on argumentation skills. However, students’ argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students’ science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts’ understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding. Keywords: argumentation skills, practical work, modified argument driven inquiry, science process skills

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