STEM Integrated Ethnoscience-Based Vocational School Science Teaching Materials in Improving Student’s HOTs

The research objective was to analyze the feasibility and practicality of Vocational School teaching materials based on STEM integrated ethnoscience. Research and Development of Borg and Gall (2003) with Methods Embedded Experimental were used in this research. The results showed that the STEM integrated ethnoscience-based Vocational School science teaching materials were feasible to be used in research trials based on the assessment of 4 experts judgment which were 2 expert lecturers (material and media), and 2 education practitioners. The teaching material components included Syllabus; Lesson plan; Student Worksheet; HOTs assessment; Material Expert; and Media expert. All components showed very good criteria. Furthermore, the practicality of teaching materials was in a good category based on student responses. Teaching materials were effective in increasing the HOTs of vocational school students based on the Gain score of 0.44 in the moderate category. Teaching materials can improve students' high-order thinking habits through contextual and complex learning resources in ethnoscience studies through STEM literacy.

The Level of ICT Infrastructure as a Factor of ICT Integration in Greek High School Science Teaching

This paper examines the extent to which the level of technological equipment affects the integration of the Information and Communication Technologies (ICT) in Greek high school science teaching. The limited ICT infrastructure environment, with only one computer‑projector system available and access to the internet (“PC‑VP” environment), is compared to the high level ICT environment (“1:1” environment) where, in addition to the computer‑projector system, each student has access to a computer and the internet. It is a study relying on a relatively small dataset derived from student answers to a questionnaire aiming to determine the degree to which some of the “expected” ICT benefits reach the students. The level of ICT integration is judged by the degree to which the ICT benefits reach the students. That is, the more the ICT benefits reach the students, the better – or the greater ‑ the ICT integration is. The participants were eighty‑nine, 14‑year‑old students who belonged in four different classes and the teacher who taught Physics in those classes. The SPSS non‑parametric "Man‑Whitney U Test" test was used to compare the statistical distributions of student answers. The results show that, when the applied teaching approach is used, the ICT integration is equally successful in both environments. This questions the idea of investing in “1:1" environments in the Greek public schools where less student centered and inquiry oriented teaching approaches are the norm. It also highlights the importance of the specific teaching approach as an ICT integration tool in “PC‑VP” environments that still exist in most Greek schools.

Implementing Learner-Centered Approach to Teaching Science in Higher Education

This study was to examine the effectiveness of student-centered approach to teaching science in higher education on students’ performance, students’ motivation and students’ social skills. The population in this study was 22 students who were admitted to the single subject credential program. The participants registered in Methods and Materials in Middle School Science Teaching (CI 161). Students’ science achievement was measured by using the pre-test and a post-test achievement test that created by this researcher based on expectancy and goals of the course. Also, this research used two questionnaires were conducted at the end of the academic semester to measure students’ motivation towards science learning and the second one to measure the influence of this approach on students' social skills. The result was implementing student-centered approach to teaching science in higher education has positive influences on students’ performance, students’ motivation and students’ social skills.

A Simple Method for Clearing and Staining Specimens for The Demonstration of Animal Skeleton

Teaching skeletal system would be more attractive using real/preserved specimen compared to those using only book. The aim of the research was to develop clearing and staining method of animal skeleton specimen using Alizarin Red S-Alcian Blue as teaching aid tool. The specimen were eviscerated, fixed, stained, cleared, and keep in glycerine solution. The spesimen will increase effectiveness in elementary school science teaching and learning.

Pengembangan Lembar Kerja Siswa Berbasis Metode Mind Map Pada Mata Pelajaran IPA Di Sekolah Dasar

This study aims to determine how the description of validity, practicality and effectiveness of Student Worksheet Based Mind Map in Primary School has been developed. This research is designed in descriptive form to explain exactly what is the development of Student Worksheet Based on Mind Map. The use of descriptive method aims to obtain an overview of the development of Mind Map Student Worksheet in depth, detailed and intact with regard to its validity, practicality and effectiveness. The type of data taken is descriptive quantitative data type, where data is taken from direct observation by the researcher related to LKS development, LKS validation and limited trial through science learning using LKS based on Mind Map which have been prepared. The results of the research are: 1) LKS based on Mind Map of development result stated valid, practical and effective and feasible to be used in elementary school science teaching based on expert validation result, legality test by student and teacher response. 2) The result of LKS test based on Mind Map shows satisfactory result that is the average ability of scientific work of student equal to 85% with very good category and result of student learning reach completeness learn classically with achievement equal to 82,7%