scholarly journals Représentations des Elèves et Elaboration d’une Démarche Expérimentale

2021 ◽  
Vol 25 (1) ◽  
pp. 559
Author(s):  
Khaled Attrassi
Keyword(s):  
Earth Sciences ◽  
Experimental Approach ◽  
Teaching Practice ◽  
Teaching Science ◽  
Scientific Approach

[Representations of Students and Development of an Experimental Approach]ABSTRACTThis work presents the representations of the students and the development of an experimental approach by the teachers of Life and Earth Sciences (SVT) at the college. The results we obtained show that this teaching practice is widely used by them to solve a problem or test a hypothesis. However, the teachers summarize the experimental approach essentially to experimentation and its links with student representations, and its use as a tool to facilitate learning. We were also interested in the difficulties they oppose in this process Keywords: Scientific approach, SVT teaching, Science experimentation, Representations.

scholarly journals SCIENTIFIC APPROACH IN EFL YOUNG ADOLESCENTS TO PROMOTE HIGHER ORDER THINKING SKILLS: TEACHER’S STRATEGY, BENEFITS, AND CHALLENGES

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Sri Setyarini
Keyword(s):  
Teaching Practice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Research Report ◽  
Learning Approaches ◽  
Development Programs ◽  
Young Adolescents ◽  
Higher Order Thinking Skills ◽  
Scientific Approach

Higher Order Thinking as one of the main agendas in the Curriculum 2013 introduces several learning approaches – one of which is scientific approach. However, so far, the majority of English teachers in Indonesia still face some challenges due to their insufficient knowledge and experience in implementing this approach. This paper presents a research report on strategies of promoting higher order thinking skills (HOTS) in EFL young adolescents’ classroom through scientific approach. It aimed to investigate how HOTS was promoted in the EFL classroom, identify benefits gained by the teacher and the students from the implemented approach, and find out teacher’s challenges and solutions from the teaching practice. This study employed a case study involving a class of seventh grade students as research participants. To collect data, three instruments were used such as classroom observation, interview with the teacher and the students, and document analysis. The findings revealed that scientific approach with its components (observing, questioning, associating, exploring, and communicating) may promote students’ HOTS as seen from their enthusiasm and active participation in the classroom. The students also focused more on showing ideas, arguments, and views toward the questions from other groups as proved by their statements in the interview claiming that they were trained to do analysis, evaluation, and creation through learning activities. Meanwhile, the teacher stated that her challenges in teaching dealt with her limited experience and knowledge to implement this approach. To overcome them, she committed to join professional development programs and improve her linguistic skills.   Keywords:  EFL Classroom, Higher Order Thinking Skills, Scientific Approach, The Curriculum 2013, Young Adolescents

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33 ◽  
Author(s):  
Sri Ratnaningsih
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

scholarly journals The Effect of Teaching Science Using Hawkins Method in Developing Scientific Curiosity among Students of Intermediate Basic Stage

2019 ◽  
Vol 13 (2) ◽  
pp. 408
Author(s):  
Abdelsalam M. Adili
Keyword(s):  
Science Teachers ◽  
Experimental Approach ◽  
Teaching Science ◽  
Control Group ◽  
First Semester ◽  
Scientific Curiosity ◽  
Basic Stage ◽  
Quasi Experimental ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of teaching science using Hawkins methods in developing scientific curiosity among students of 6th grade from one of Zarqa city school/Jordan in the first semester of the academic year 2018/2019. The subjects of the study consisted of 63 students, divided into two groups: the experimental group of 32 students was taught the “Electricity in our life” unit using Hawkins method and the control group 31 was taught the same unit by the traditional method. To achieve the objectives of the study, a quasi-experimental approach was used. A valid and reliable curiosity scale was prepared  and applied on the subjects of the study before conducting the experiment to test the equivalence of the two groups, and after conducting  the experiment to  achieve the aim of the study. The result revealed statistically significant differences  in the students' curiosity due to the method of teaching in favor of the experimental group which was taught according to Hawkins method. In light of the result, the study recommended that science teachers should use Hawkins method in teaching science.

scholarly journals What Can We Learn from the ELPSA, SA, and PSA Frameworks? The Experience of SEAQiM

2017 ◽  
Vol 7 (1) ◽  
pp. 65-76
Author(s):  
Fadjar Shadiq
Keyword(s):  
Learning Process ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Lesson Design ◽  
Scientific Approach ◽  
Mathematics Teaching And Learning ◽  
The Republic

One of education problems in Indonesia according to Dr. Anies Baswedan, the former Minister of Education and Culture of the Republic of Indonesia, was: “How to help Indonesian students to be independent learners and have good characters?” This question then raises an issue: “What kinds of knowledge, skills, and attitudes are needed by our students to survive in the 21st Century and beyond?” Earlier the author stated (Shadiq, 2016a) that to change and improve the quality of the teaching and learning process from a ‘typical’ or ‘traditional’ mathematics classroom to a more innovative one was not easy. Afurther issue was: “How to change real teaching practice?” Mathematics teachers need to experience ways that they will be expected to implement in their teaching. Isoda (2011) proposed a Problem Solving Approach (PSA) which consists of four steps: (1) problem posing, (2) independent solving, (3) comparison and discussion, and (4) summary and integration. In Indonesia, we can learn from Scientific Approach (SA) which covers five steps: (1) observing, (2) questioning, (3) collecting data or experimenting, (4) reasoning, and (5) communicating. In addition, Lowrie and Patahuddin (2015) proposed Experiences, Language, Pictures, Symbols, Application (ELPSA) as a lesson design framework for mathematics teaching and learning process. A problem is examined based on these three frameworks where at least 11 alternatives can be identified to solve it. The paper ends with some recommendations on how to improve Indonesian mathematics teaching.

scholarly journals Quality Evaluation of EPC to BPMN Business Process Model Transformation

2020 ◽  
Vol 5 (2) ◽  
pp. 207
Author(s):  
Ahsanun Naseh Khudori ◽  
Tri Astoto Kurniawan ◽  
Fatwa Ramdani
Keyword(s):  
Business Process ◽  
Model Transformation ◽  
Process Model ◽  
Business Processes ◽  
Experimental Approach ◽  
Process Modelling ◽  
Process Models ◽  
Business Process Modelling ◽  
Scientific Approach

Due to the expressiveness of BPMN for representing the business processes, it has replaced EPC as a de-facto process modelling standard. As such, enterprises require to transform their existing EPC business process models to BPMN to keep their competitiveness. ARIS Architect & Designer, as a popular business process modelling tool, provides a model transformation feature, e.g., EPC to BPMN. For the sake of quality, it must guarantee that the resulting model has syntactic correctness and syntactic completeness. However, there is currently limited scientific approach available to evaluate the quality of the model transformation in ARIS Architect & Designer. This study proposes an evaluation of model transformation in ARIS Architect/Designer based on syntactic correctness and syntactic completeness criteria using an experimental approach. The result shows the model transformation in ARIS Architect/Designer has not completely fulfilled the criteria. The result opens further research challenges to improve the quality of EPC to BPMN model transformation.

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33
Author(s):  
Pupung Purnawarman ◽  
Sri Ratnaningsih ◽  
M. Handi Gunawan
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords:�English Language Teaching, Scientific Approach, the 2013 curriculum, teaching practice, lesson plan

scholarly journals PRE SERVICE TEACHERS’ UNDERSTANDING OF SCIENTIFIC APPROACH

2019 ◽  
Vol 3 (1) ◽  
pp. 260-271
Author(s):  
Atikah Wati
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
English Department ◽  
Qualitative Research Design ◽  
Scientific Approach ◽  
Apprenticeship Program

This study investigated the implementation of scientific approach in apprenticeship program. It is aimed to describe and capture how pre service teachers implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how pre service teachers solve those problems. This study used a qualitative research design. The subjects of this study were three students of English Department of Wiralodra University who were doing apprenticeship program. Observation and questionnaire were used to validate the data. The findings showed that the three pre service teachers had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three pre service teachers also found problems in their teaching such in the process of questioning stage. However, both teacher candidates were able to solve the problem by  not ask too many questions to the students, but have to guide the students to ask questions to help the students do the activity independently

scholarly journals Application De La Démarche Expérimentale Dans L’apprentissage

2021 ◽  
Vol 25 (1) ◽  
pp. 551
Author(s):  
Khaled Attrassi
Keyword(s):  
Critical Thinking ◽  
Experimental Method ◽  
Open Space ◽  
Experimental Approach ◽  
Teaching Practice ◽  
Theoretical Data ◽  
Experimental Results ◽  
Induction Phase ◽  
Experimental Process

[Application Of The Experimental Approach In Learning]ABSTRACTAchieving the objectives outlined in an experimental process requires the establishment of an induction phase, which consists of an open space offering the opportunity for learners to state their hypotheses while collectively choosing one and a few variables, a deductive procedure comes second. However, adopting such an approach faces difficulties for learners to formulate hypotheses consistent with theoretical data. Lack of critical thinking in learners as well as their inability to interpret experimental results is also a problem in this teaching practice. It is important to note that the experimental method should not be limited to manipulation and analysis of the results by the learners.

Sign in / Sign up

Export Citation Format

Share Document