Developing Students’ Research Skills with Adapted Primary Literature

There is a gap between the quantity and quality of research in Indonesia. It is assumed that the research skills of the researchers are still low. Meanwhile, research skills development still relies on the higher education level. Efforts are needed to develop research skills from an early age. This study aims to examine the use of APL in the authentic science approach to develop research skills of junior high school students. The quasi-experimental method was carried out by inviting 81 students from two classes of 7th grade in a state middle school in Bandung, Indonesia. They analyzed three Adapted Primary Literatures with the jigsaw and NHT models. Before and after learning, students took research skills tests. The research instrument has passed the validity and reliability tests. Descriptive and inferential analyses were done. The results of data analysis indicate that the use of APL in the authentic science approach in both learning models can develop students' research skills. Furthermore, the jigsaw model is more recommended to use. This study recommends the use of APL as a science learning resource to develop students' research skills as a beginning to introduce the scientific method.

Adapted Primary Literature in Authentic Science: Students’ Perception

Science textbooks only present scientific facts that cause the textbooks to seem not to promote scientific reasoning. Science learning also becomes not in line with the nature of Science. Then, Science learning requires applying authentic Science as an approach. Adapted Primary Literature (APL) is assumed to be able to achieve this objective. Therefore, this study aims to examine how APL is a source of Science learning in actualizing authentic Science. This research using a quasi-experimental method, 81 students from two 7th grade groups were involved as participants. One group analyzed APL using a jigsaw, another using a Numbered Heads Together (NHT). A perception questionnaire of APL was given. Quantitative analysis was only performed on data from 44 students due to other students’ participation that is lacked by a pandemic. The result showed both classes possess a high perception of APL. A mean difference test also showed that there were no differences in perception between the two classes. These indicated that analyzing APL was perceived as an authentic Science. Science teachers can utilize APL as an alternative way to actualize authentic Science with a relatively more straightforward model, strategy, and method than commonly applied.

Integrated STEM for Teacher Professional Learning and Development: “I Need Time for Practice”

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three years (June 2014–May 2017). During the PLDs, astronomy acted as a vehicle for pre-collegiate STEM teachers to increase their STEM content knowledge as well as create and implement integrated STEM classroom lessons. The authors collected quantitative and qualitative data to address five research questions and embraced social constructionism as the theoretical framework. Findings show that STEM pre-collegiate teachers are largely engaged with integrated STEM PLD content and embrace astronomy content and authentic science. Importantly, they need time to practice, interpret, translate, and use the integrated STEM content in classroom lessons. Recommendations for PLD STEM teacher support are provided. Implications of this study are vast, as gaps in authentic science, utilizing astronomy, PLD structure, and STEM integration are ripe for exploration.

Learning About the Authentic Nature of Scientific Work From Professional Scientists

In this chapter, it is argued that in order to be able to participate in authentic science through something like a research apprenticeship, students and teachers alike must be well versed in what professional scientists do as they conduct their research. Partnerships with working scientists can be leveraged in a number of ways to do just this. As a result, teachers and students can be made aware of the professional work of scientists and the ways in which they can participate in and mentor others to engage in authentic research both in and out of the classroom.

Development of Authentic Science Assessment Media Century skills based For Elementary School Students

The development of technology makes students have many soft skills in facing the demands of the 21st century. These soft skills are better known as century skills, where students expect to develop the potential of these soft skills as preparation for the future. Progress of these soft skills can train using authentic science assessment media. Media contains material sketches, skill literacy, competency tests, and follow-up programs. Each content can develop children's soft skills in cooperation, communication, creativity, and students' critical thinking. This research includes research and development research. The initial stage of this research was to analyze the content needs of the authentic science assessment media, and a limited trial carried out if deficiencies improvements were made. This study's subjects were students, elementary school teachers, linguists, media experts, material experts, and assessment experts. Purpose the research aims to develop media authentic science assessment-based Century skills for elementary school students and know the quality of authentic science assessment media. The mean validation results from media experts, material experts, linguists, and assessment experts were 84.5%, 84.5%, 84.5%, and 82.5%. Based on these results, authentic science assessment media are good in content, language, and presentation.

An Australian-based authentic science research programme transforms the 21st century learning of rural high school students

Authentic student-led inquiry and exposure to scientific research impact students’ science career choices. Given Australian students decline in STEM skills, knowledge of whether such programmes impact student learning is critical. This research examined the short-term impact of an authentic, hands-on research mentor programme on rural student’s science skills. Nine Year 10 students participated in a science academic research programme leading to scientific publications and students collecting of first-hand data from international experiments on a major world-wide health issue. The NSW Department of Education Year 10 VALID assessment scores of this intervention group were compared to a control group. Intervention students had significantly higher overall scores as well as significantly higher scores in 21st century skills. These results were supported by student’s self-assessment of their learning growth. Our study suggests authentic science research mentor programmes are pedagogically advantageous for Year 10 high achieving rural students. Educators’ willingness to embrace these innovative approaches has the potential to produce the next generation of scientists.