Students’ critical thinking skills and academic achievements in basic biology course: correlation-based analysis

Critical thinking has become an important discussion over the last few decades and it is required skills of the 21st century. Critical thinking is thought to play a role in determining student success in education related to their academic achievement. The purpose of this study is to explain the correlation between critical thinking skills and students’ academic achievement in the natural science education department, Universitas Hasyim Asy'ari Tebuireng Jombang. This research is a quantitative research with a correlation method which was conducted in the even semester of 2018/2019. The research sample taken was 57 students who had taken a Basic Biology course. The instrument used in the research is in the form of descriptive questions. Data were analyzed descriptively quantitative with correlation product moment analysis and continued with the ANOVA test. The research results show that there is a correlation between critical thinking skills and students’ academic achievement. The contribution of critical thinking to academic achievement is 66.8% with the regression line equation Y= -37,652 + 30,177 X.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

Students’ entrepreneurship interest and cognitive learning outcomes: Effectiveness of biodiversipreneurship

This study used a quantitative method with a pre-experimental design, model of one group pretest-posttest design. The purpose of this study was to determine the effectiveness of the biodiversipreneurship learning method on students’ learning outcomes and entrepreneurship interest. This research was applied to the Biotechnology course with the sample consisting of 15 students of Natural Science Education department of UNHASY Jombang in the fifth semester of 2018 class. The research instrument included a learning outcome assessment sheet and entrepreneurship interest questionnaires. Data analysis was done quantitatively descriptively with independent sample t test. The t-test analysis on learning outcomes in the form of pretest-posttest scores and interest in entrepreneurship shows the significance value of 0.000 or ≤ 0.05. Thus, it can be concluded that biodiversipreneurship learning method is effective in increasing students’ learning outcomes and interest in entrepreneurship.

METHODOLOGICAL APPROACHES TO THE STUDY OF INQUIRY-BASED LEARNING IN NATURAL SCIENCE EDUCATION

Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon. Keywords: inquiry-based learning, innovative approach, methodological design, natural science education, research paradigms

Technology of individual educational routes in the lyceum-university system

Актуальность статьи обусловлена недостаточностью исследований по персонализации естественнонаучного образования в современных условиях цифровой дидактики. Анализируются теоретические основы и условия персонализации образовательного процесса посредством проектирования и реализации индивидуальных образовательных маршрутов в системе «лицей-университет». На основе персонализированного подхода разработана четырехэтапная технология их проектирования. Выявлены и проверены педагогические условия реализации индивидуальных образовательных маршрутов в естественнонаучном образовании в системе «лицей-университет» на примере обучения химии. Опытно-экспериментальная работа проводилась в интегрированной образовательной системе «IT-лицей – профильные институты Казанского федерального университета» на протяжении пяти лет. Все спроектированные и реализованные в данном исследовании индивидуальные образовательные маршруты одаренных обучающихся структурно содержали пояснительную записку и шесть разделов: психолого-педагогическую диагностику, расписание занятий на каждую учебную неделю, комплекс мероприятий по работе с обучающимися, матрицы взаимодействия, ежегодное тематическое планирование, итоги и достижения обучающихся. Статья предназначена для педагогов образовательных учреждений разного уровня. The relevance of the article is due to the lack of research on the personalization of natural science education in the modern conditions of digital didactics. The theoretical foundations and conditions of personalization of the educational process through the design and implementation of individual educational routes in the «lyceum-university» system are considered. Based on a personalized approach, a four-stage technology for their design has been developed. The pedagogical conditions for the implementation of individual educational routes in natural science education in the «lyceum-university» system are identified and tested on the example of studying chemistry. Experimental work was carried out in the integrated educational system "IT-Lyceum – specialized institutes of Kazan Federal University" for five years. All the individual educational routes of gifted students designed and implemented in this study structurally contained an explanatory note and six sections: psychological and pedagogical diagnostics, a schedule of classes for each academic week, a set of measures for working with students, interaction matrices, annual thematic planning, results and achievements of students. The article is intended for teachers of educational institutions of different levels.

МЕТОДИЧЕСКИЕ ОСОБЕННОСТИ ИЗУЧЕНИЯ УСКОРИТЕЛЕЙ ЗАРЯЖЕННЫХ ЧАСТИЦ В ПРОЦЕССЕ ПОДГОТОВКИ УЧИТЕЛЕЙ ФИЗИКИ

В статье рассматривается вопрос естественно-научного образования посредством введения в учебный процесс подготовки учителя изучения элементов ускорительной техники. The article deals with the issue of natural science education by introducing the elements of accelerator technology into the educational process of teacher training.

TRAINING NATURAL SCIENCE EDUCATION STUDENTS AS A PRE-SERVICE TEACHER IN CONSTRUCTING ASSESSMENT INSTRUMENTS OF COGNITIVE DOMAIN THROUGH CONSTRUCTIVIST CLASSROOM

This research aimed at training science education students as a pre-service teacher in constructing assessment instruments of cognitive domain through constructivist classroom. The modification of constructivist classroom in material of cognitive domain test assessment procedures was developed by researcher. The subject of this research were 22 college students semester V of natural science education students at STKIP Modern Ngawi. The research used pre-experimental design with one-shot case study design. The instruments used for analyzing the competences in constructing assessment instruments of cognitive domain was by students learning outcomes completeness sheet. The college students will be said to be complete their competences if they sufficient Criterion Referenced Evaluation specifically more than equal to 75%. Empirically, the result of this research according to the completeness of student learning outcomes as a whole was 85.50% or in a very valid category. It means that natural science education students can construct well assessment instruments of cognitive domain trough constructivist classroom.

INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS

The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Natural Science Subjects in institutions of general secondary education have been revealed. There are three levels of application of integration in teaching Natural Subjects: integrated Natural Science Course, intersubject integration of Natural Science Subjects, and intersectoral integration of Natural Science Subjects in the school education system. Models of integrated teaching of Natural Science Subjects in institutions of general secondary education have been substantiated. In the model of training in integrated Natural Science Courses, training has been carried out according to one program, which lays down mechanisms for organizing the content and process of mastering ordered Natural Science knowledge. In the integrative Natural Science model, training has been carried out according to a set of educational programs in individual Natural Science subjects, in which the content and methods of teaching are based on the general apparatus of Natural Sciences, the expected learning results are aimed at forming a key competence in the field of Natural Sciences, Engineering and Technology. The integrating cross-industry model lays the foundations for the formation of cross-cutting skills and flexible skills. All three models complement each other and ensure the continuity and integrity of Natural Science Education. The pros and cons of integrating school Natural Science Education that we have reviewed allow us to draw the following conclusions. At present stage the problem of pedagogical integration is being updated, which requires a detailed study of the existing experience in implementing an integrated approach to teaching Natural Science Subjects. The phenomenon of pedagogical integration is not well-established and unambiguous. The taxonomy of pedagogical integration is determined by conditions, factors, objects and processes, which determines the various levels and degrees of manifestation and application of integration, its forms, types and functions. The application of an integrated approach in the study of both integrated Natural Science courses and in the case of studying individual Natural Science Subjects is a mandatory and crucial condition for building a natural education system.