6th Grade Science Research Articles

Prediction of primary education HSEE (LGS) science achievement through artificial neural networks

This study aimed to investigate the prediction level of science success in high school entrance exams (HSEE /LGS) using artificial neural networks (ANNs) by associating students’ success in science classes from the 4th-grade elementary level. The Pearson Moment Product Correlation analysis results were analyzed using the SPSS program to examine the connection between students' performance on the LGS science subtest and their academic achievement in science. In the MATLAB program, artificial neural network modeling performance was examined to understand the level of prediction. The data sets were obtained from the electronic school system of the Ministry of National Education for the 4th to 8th- grades of 1027 students graduating from 24 schools in 17 districts of Bursa in the 2017-2018 academic year and entered the 2018 LGS and LGS result documents without personal information. When the correlations between the LGS science sub-test and science test success were examined (p <.001), the highest and lowest correlations were found in the 8th-grade science exams (r = .70) and the 4th-grade ones (r=.57), respectively. The highest performance values were learning R=.80, verification R=.74, and test R=.75, RMSE=2.35 at the network architecture, generated in the second sub-problem and the trained network with 845 student data. A high-level relationship with r=.75 (p<.001) using the data of 182 students was obtained, while the correct numbers of simulated real LGS science sub-tests compared with the correct numbers predicted by the computer after the training process of the network. In addition, it was obtained that 124 students out of 182 were correctly estimated in the [+ 2, -2] error value range.

Fen Lisesi 12. Sınıf Fizik Ders Kitabının Bilimsel İçerik Bakımından İncelenmesi

Bu çalışmada, fen lisesi 12. sınıf fizik ders kitabı bilimsel içerik bakımından incelenmiştir. Çalışma kapsamında 12. sınıf fen lisesi fizik ders kitabında yer alan konuların bilimsel açıklamaları, ölçme-değerlendirme etkinlikleri ve görsel ifadeleri ulusal ve uluslararası literatürdeki kaynaklara göre karşılaştırılarak incelenmiştir. Yapılmış olan bu çalışmada doküman incelemesine dayalı tarama modeli kullanılmıştır. Çalışma kapsamında 12. sınıf Fen Lisesi fizik ders kitabında yer alan altı ünite ve 20 konu ulusal ve uluslararası literatürde fizik öğretiminde kullanılan 13 kaynaktaki bilgilere göre incelenmiş ve bilimsel yönden 25 tane hatalı veya eksik ifade tespit edilmiştir. Tespit edilen hatalı veya eksik ifadelerle bu ifadelerin bilimsel açıdan olması gereken doğru biçimleri tablolar halinde gösterilmiştir. Araştırmanın sonuçları doğrultusunda fizik ders kitaplarındaki hataların en aza indirilebilmesi için kitap yazım sürecinde ulusal ve uluslararası tüm kaynakların gözden geçirilmesi ve fizik ders kitaplarının incelendiği çalışmaların sayısının artırılması gerektiği önerilmiştir.

Cartoon Film Media in Improving Narrative Writing Ability Of 11th Grade Science Students Of SMAN Situraja

The objectives of the research are: (1) to find out whether the students’ skill in writing narrative texts can be improved by using cartoon films. (2) to find out the effectiveness of the teaching and learning process when cartoon films are used in teaching writing narrative texts. The researcher collected the data using qualitative and quantitative data. The improvement of students’ writing skill includes: (1) having an abundance of vocabulary; (2) using correct capitalizations and spelling; (3) making sentences grammatically; (4) developing their ideas into coherent paragraphs. The effectiveness of using cartoon films shown in: (1) motivating students to write; (2) making the lesson more clearly (3) increasing their interest; (4) increasing their attention. The students’ score in pre-test was 61.77, post-test 1 in cycle 1 was 70.6, and post-test 2 in cycle 2 was 74.90. It can be concluded that the use of cartoon films can improve students’ skill in writing narrative text.

Pengaruh Pembelajaran Daring Di Masa Pandemi Covid-19 Terhadap Prestasi Belajar Matematika Siswa SMA

This study aims to determine the effect of the online learning during the Covid-19 pandemic on the Mathematics learning achievement of twelfth grade students of SMA Negeri 2 Kaledupa. This type of study was a quantitative research with ex post facto method, with a research population of 26 students in one class with 12th grade science students at SMA Negeri 2 Kaledupa. This study used the entire sample of class 12 with the number of students 26 students. The instruments were an online learning questionnaire and a form of documentation of even semester final exam results. The results of this data analysis through simple linear regression analysis, it was concluded that online learning during the Covid-19 pandemic had no impact on the mathematics learning achievement of 12th grade science students at SMA Negeri 2 Kaledupa. This could be seen in the calculated F value of 0.569 with a critical value of 0.574 &gt; 0.05, this meant that H0 was accepted. In other words, there was no effect of the online learning process during the Covid-19 pandemic on the mathematics learning achievement of twelfth grade students of SMA Negeri 2 Kaledupa. Keywords: online learning, covid-19 pandemic, math learning achievement

The Effects of Integrated STEM Education Practices on Problem Solving Skills, Scientific Creativity, and Critical Thinking Dispositions

Today, the need for individuals who follow scientific and technological developments closely and who can adapt to these changes rapidly is increasing. These needs have made it necessary for countries to try various changes, reforms and current approaches required by the age in their education systems. One of these approaches is STEM education, which has frequently been encountered in the national and international literature in recent years. STEM (science, technology, engineering, and mathematics) education is an approach that emphasizes the 21st century skills, integrates science, technology, engineering, and mathematics disciplines, and covers formal and informal education at all education levels. In addition, the number of studies on STEM education is increasing daily. This research aims to integrate the 8th-grade science curriculum with STEM education practices and examine the effects of these practices on students’ problem-solving (PS) skills, scientific creativity, and critical thinking dispositions. In this study conducted with quantitative methods, the pretest-posttest control group design of the quasi-experimental method was used. The study group of the research consists of students who took the 8th-grade science course at a private school. Research data were collected from both the classes before and after the experimental study. Descriptive statistics and covariance analysis (ANCOVA) were used in the data analysis. The research results revealed that integrated STEM education applications positively affect students’ problem-solving skills, scientific creativity, and critical thinking dispositions. The collected results were discussed with the studies in the literature, and suggestions were made accordingly.

Investigation of Science Textbooks in terms of Science Process Skills

The aim of this study was to investigate the extent to which science process skills are represented in the texts and activities in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks according to the learning areas in the science curriculum. This study was carried out by document analysis method. Course contents and activities in science textbooks were analyzed using descriptive analysis. Results showed that total of 899 science process skills are identified in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks covering total 42 units. In addition, when the averages of science process skills use in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks is above the average. While the use of science process skills in science textbooks increases from the 3rd grade to the 4th grade at primary education level, the similar increase is not determined in the use of science process skills in secondary education science textbooks. Moreover, it is found that science process skills are mostly focused on the 6th grade science textbook (n=215) and the least in the 3rd grade science textbook (n=112). As a result, when science textbooks are evaluated according to grade levels in terms of science process skills, it is determined that the most common science process skill identified is observing, and the least used one is the using data and modelling.

The Impact of Using Model and Augmented Reality Technology on Students’ Science Achievement, Motivation, and Interest Levels

In this study, it was aimed to investigate the effects of modelling and the material designed with augmented reality technology on the academic success of students, their motivation, and interest levels towards the science course. The study was conducted in 6th grade science units of "Support and Movement System" and "Systems in Our Body". In the study, quasi-experimental design with pre-test post-test control group was applied. The study was carried out with three groups: the control group, the augmented reality experimental group and the modeling experimental group. The research sample consists of a total of 66 students studying at a public middle school in the Küçükçekmece district of Istanbul province, during the 2020-2021 academic year. To collect data, a 30-item Science Achievement Test, a 23-item Science Motivation Scale, and a 27-item Science Interest Scale were applied. Kruskal Wallis test was applied for multiple comparisons, and Mann Whitney U tests were carried out for post-hoc comparasions. Wilcoxon Signed Ranks tests were applied for intragroup comparisons. According to the results of the study, it was concluded that the use of augmented reality and modeling technique in the science course had a statistically significant effect on the academic success, motivation, and interest of the students towards the science course.

İlkokul Ders Kitaplarında Rol Modellerin Cinsiyete ve Faaliyet Alanlarına Göre Dağılımı

Öğrencilerin yaş itibari ile karakterlerinin henüz tam olarak oluşmadığı zamanlarda model alma önemli bir öğrenme şeklidir. Model almanın, öğrencinin rol model olarak seçtiği kişilerle özdeşim kurduğu düşünüldüğünde davranış gelişiminde önemli bir yer aldığı anlaşılmaktadır. Öğrencinin hayatı ile özdeşim kurabilme fırsatı bulunan derslerde ders kitaplarında yer alan rol modeller öğrencinin olumlu davranışları içselleştirmesine katkı sağlamaktadır. Bu araştırmanın amacı ilkokulda okutulan Türkçe, Hayat Bilgisi, Sosyal Bilgiler, Matematik ve Fen Bilimleri ders kitaplarındaki rol modellerin cinsiyet ve faaliyet alanlarına göre dağılımını tespit etmektir. Bu doğrultuda araştırmada Nitel Araştırma yöntemlerinden doküman incelemesi kullanılmıştır. İncelenen dokümanlar Türkçe 1. 2. 3. ve 4. sınıf ders kitapları Hayat Bilgisi 1. 2. ve 3. sınıf ders kitapları, Sosyal Bilgiler 4. sınıf ders kitapları, Matematik 1. 2. 3. ve 4. sınıf ders kitapları ile Fen Bilimleri 3. ve 4. sınıf ders kitaplarıdır. Ders kitapları incelendiğinde Matematik ders kitaplarında hiçbir rol modele rastlanmamıştır. 10 ders kitabında ise 110 farklı rol modele yer verildiği bu rol modellerin yalnızca 12’sinin kadın olduğu tespit edilmiştir. 4 kitapta rol modele rastlanmamıştır. Faaliyet alanı olarak tüm derslerde en sık “bilim” alanında rol modellere yer verildiği ve ardından “askeri” alanın geldiği tespit edilmiştir.

The Effect of Project Based Learning Model on Science Learning Outcomes for Grade 4 Elementary School

This research is motivated by the lack of educators' innovation in the implementation of learning, so that the intensity of student involvement in learning activities is very little. This can be a trigger for the low learning outcomes of students. This study aims to determine the effect of the Project Based Learning model on science learning outcomes for Grade 4 SD Muhammadiyah 2 Krian. This research is an experimental quantitative study with the design of the Nonequivalent Control Group Design. This research was conducted on two samples, namely class 4 Al - Aziz which amounted to 20 students as the control class and class 4 Al - Jabbar which amounted to 20 students as the experimental class. The data collection technique in this study used a test that aims to measure the cognitive abilities or learning outcomes of students. Data analysis in this study used the t-test. The results after being calculated using the t-test Paired Sample T Test with the help of SPSS v.24 found that the sig. 2- Teiled &lt; 0.05, ie 0.000. So it can be stated that H0 is rejected and H1 is accepted. This means that there is an effect of the Project Based Learning model on the learning outcomes of 4th grade science at SD Muhammadiyah 2 Krian.

Factors Influencing Students’ Achievements in the Content and Cognitive Domains in TIMSS 4th Grade Science and Mathematics in the United Arab Emirates

Trends in International Mathematics and Science Study (TIMSS) is a comparative international assessment study conducted by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS aims to study how educational opportunities are provided for students and what factors are associated with these opportunities. The purpose of this study was to examine the student factors in the United Arab Emirates that have an association with grade 4 students’ TIMSS 2015 results in the content and cognitive domains in the subjects of mathematics and science. The study adopted the quantitative research approach through the data analysis of TIMSS 2015 for grade 4 students in these subjects. The study sample consisted of 21,177 students enrolled in 372 UAE private schools and 186 public schools. The percentage of grade 4 girls who participated in the study was 48%, while the percentage of boys was 52%. A multiple linear regression analysis was conducted to examine the most influential student factors that impact on science and maths achievement. Structural equation modeling (SEM) was implemented to examine the relationships between student factors and the content and cognitive domains of mathematics and science in the TIMSS 2015 results. The findings showed that the student factors with a positive association with student achievement were having breakfast on school days, engaging teaching in mathematics lessons, liking learning science, and confidence in mathematics and science. There was a non-significant correlation between gender and mathematics and science achievement. A surprising finding was that “liking learning mathematics” had a negative association with student performance in that subject. There was a positive association between student engagement and mathematics achievement, while the association between the engagement in science lessons and student performance was found to be insignificant.

Issues of Bhutanese Science Curriculum: A View from the Exploratory Study

Bhutanese science curriculum witnessed several rounds of reforms to improve the quality of science education. The growing body of research, however, reports that the Bhutanese science curriculum is affected largely by several issues and challenges. Therefore, an exploratory study was carried out to document the issues and challenges of the Bhutanese science curriculum. Twenty-one (N=21) Bhutanese science teachers took part in the study. Data were collected through one-on-one interviews. The data collected from interviews were analyzed based on thematic analysis. The findings suggested that the Bhutanese science curriculum is largely voluminous, content-laden, high in lexical density, or prescriptive. Moreover, findings also inferred that the Bhutanese science curriculum largely lacks scientific inquiry, logical progression, and developmental appropriateness of concepts, or attributes of contextualization. Overall, compared to the science from fourth to sixth grade, seventh to 12th-grade science appeared largely plagued by issues and challenges. Findings from this study have some practical implications for Bhutanese science teachers and science curriculum developers.

6th grade science ability test validity and reliability research

"The aim of this research is to develop a test to determine the Science ability of 6th grade students. For this purpose, taking into consideration the 6th grade Science course outcomes; ability test was developed and validity and reliability studies were conducted. In the study, the steps of determining the purpose of the test, determining the properties to be measured, writing the items, reviewing the items, preparing the trial form, applying the trial form, scoring the test, item analysis and selection, and the final form of the test were followed, respectively. The study group of the research consists of 295 students studying in two different schools. According to the findings, item difficulty indexes of the questions in the developed ability test ranged between 0.26 and 0.80, while item discrimination indexes varied between 0.32 and 0.68. Item-total correlations of questions take values between 0.27 and 0.51. While the overall difficulty coefficient of the questions in the test was 0.53, the discrimination index was calculated as 0.47. The KR-20 reliability coefficient calculated for the reliability of the test was 0.84, and the split-half value was 0.71. It can be said that the ability test developed in line with all these results is valid and reliable."

APPLICATION OF QUIZIZZ AS AN EVALUATION MEDIA ON TOPIC OF DIGESTIVE SYSTEM

This study examined to find out the review of media experts, teachers, and students on Quizizz and the increase of student learning outcomes to the application of Quizizz in 11th grade of Public high school majoring in science at SMA Negeri 1 Sumbul. The population of this study was 11th grade science students. The sample used in this study was 61 students using simple random sampling technique. The method used a descriptive mixed method. Data were collected using questionnaires and interviews, and student grade lists. The results showed that the application of Quizizz had received a score of 71 (good category) from media experts, a score of 91,2 (excellent category) from the teacher, a score of 94 (excellent category) from students, and N-Gain scores in student learning outcomes of 0,71 (high category). The highest N-Gain score was on the indicator of determining the nutritional content contained in foodstuffs by conducting a food test.

Penyuluhan Penyakit Diabetes Mellitus kepada Remaja Sekolah Menengah Atas di Jakarta Utara

Penyuluhan Penyakit Diabetes Mellitus kepada Remaja Sekolah Menengah Atas di Jakarta Utara

An Examination of the Activities in the Unit "Solar System And Eclipses" in the 6th Grade Science Textbook in Terms of Critical Thinking Standards

The science curriculum aims to provide students with the identity of a researcher, thinking skills, and scientific process skills. Critical thinking skill emerges as one of the skills that should be emphasized in the teaching process in terms of its structural features and the qualities aimed to be given to individuals. For individuals to gain critical thinking skills, they must first gain critical thinking standards. The main purpose of this research is to examine the activities in the "Solar System and Eclipses" unit in the sixth-grade science textbook in terms of critical thinking standards. The qualitative research model was used in the research. The data source of the research is the sixth-grade science textbook used in the province of Isparta. The data of the research were collected using the document analysis method. In the analysis of the data, the analysis was made by applying the descriptive analysis method, one of the qualitative data analyses. In line with the analysis, in terms of critical thinking standards, the secondary school sixth-grade science textbook has been determined to meet the standards of clarity, accuracy, significance/relevance, sufficiency, breadth/depth, and precision at a high rate. Based on the research results, suggestions have been developed that textbooks from different disciplines should be examined in line with critical thinking standards and that the activities of different grade-level units in the science curriculum should be examined in terms of critical thinking standards.

TEACHERS' VIEWS ON TEACHING WITH THE DESIGNED GAME 'MY PLACE ON THE PLANET'

In this research, it is aimed to determine the teachers’ views on teaching the Solar System subject of the 6th grade science course with a game titled My Place on the Planet. The study was carried out within the scope of the phenomenology method in a qualitative research design. Semi-structured interview technique, one of the qualitative data collection techniques, was used in the research. Easily accessible case sampling, one of the purposive sampling methods, was used to collect data. The study group consists of ten science teachers who personally conduct the 6th grade science course in randomly selected state secondary schools in the province of Amasya in the 2019-2020 academic year. The analysis of the research data was analyzed using content analysis, and the data were presented as frequency, percentage and one-to-one expressions of the teachers according to the themes created. According to the research findings, it was determined that science teachers frequently used the method of teaching with games in their lessons, teaching with games provided permanence in learning, active participation of students in teaching provided learning with fun, and teaching with games gave cognitive, affective and psychomotor skills. In addition, it has been concluded that the game titled My Place on the Planet will bring the intended gains and will be effective in teaching the subject of the Solar System. At the end of the study, recommendations based on the research results were presented to the interested parties.

Penggunaan model pembelajaran Contextual Teaching and Learning untuk meningkatkan hasil belajar siswa MIN 2 Sarolangun

This research is motivated by the low learning outcomes of fourth grade science students at MIN 2 Sarolangun, with a class average of 67. This research is a class action research (PTK). Aiming to improve the learning outcomes of 4th grade science students of MIN 2 Sarolangun. The subjects of this study were 4th grade students of MIN 2 Sarolangun, totaling 25 heterogeneous people. The data used in this study are data on natural science learning outcomes. This study presents learning outcomes obtained from odd semester grades. The learning outcomes that occurred from before the PTK was held with an average of 67 with a poor category, while after class action research in cycle I with an average of 69 with a sufficient category and in cycle II with an average of 73 with a good category and in cycle III with an average of 75 with a good category. The results of this study prove that the application of the contextual teaching and learning (CTL) learning model can improve the science learning outcomes of 4th grade students of MIN 2 Sarolangun.

The Effect of Active Learning in The Flipped Classroom Learning Model on 6th Grade Science Subjects of Elementary School

Using the flipped classroom as an alternative learning model during this pandemic is considered appropriate because this learning model can combine internal learning in the classroom with distance learning at home and also the main goal of maximizing the achievement of learning activity goals. Therefore, this study aims to design a flipped classroom or inverted classroom learning model to be applied on 6th grade Science subject of Elementary School. This type of research is a quasi-experimental design with a non-equivalent. Control group using post-test to be analyzed. The results of this study are the e-learning media supporting the flipped classroom approach that is validated with a good level of feasibility for use during a pandemic like now, as well as the results of trials The field shows that the flipped classroom approach with e-learning does not improve learning outcomes compared to the constructivist approach without e-learning when the two approaches use an active learning process, the increase in student learning outcomes in the two approaches is the effect of active learning instruction compared to the order of instructor participation in the learning process

8. Sınıf "DNA ve Genetik Kod" Ünitesi Kazanımları ile Değerlendirme Sorularının SOLO Taksonomisine Göre İncelenmesi

Öğrencilerin belirli bir konuya ilişkin kavrama becerilerini değerlendirmek için kullanılan araçlardan biri SOLO taksonomisidir. Araştırmada 8.sınıf Fen Bilimleri Dersi Öğretim Programı’nda yer alan "DNA ve Genetik Kod" ünite kazanımları ile MEB tarafından 2019 yılında kabul edilip, 2020 yılında basılan ders kitabındaki ilgili ünitenin değerlendirme sorularının SOLO taksonomisinin düzeylerine göre analiz edilmesi amaçlanmıştır. Kazanımların ve değerlendirme sorularının analizi, SOLO taksonomisinin tek yönlü yapı, çok yönlü yapı, ilişkisel yapı ve soyutlanmış yapı düzeyleri referans alınarak gerçekleştirilmiştir. Araştırmada, nitel bir veri toplama yöntemi olan doküman analizi kullanılmıştır. Doküman incelemesinde, araştırılan olgu ya da olgularla ilgili yazılı materyal bilgileri analiz edilir. Araştırma bulgularına göre; incelenen 13 kazanımdan, 2’si (%15,4) tek yönlü, 3’ü (%23,1) çok yönlü, 6’sı (%46,1) ilişkisel ve diğer 2’si (%15,4) soyutlanmış yapı düzeylerine karşılık gelmektedir. Değerlendirme sorularının SOLO taksonomisinin düzeyleri açısından gösterdiği dağılım incelendiğinde ise; 45 sorudan 33’ünün (%73.3) tek yönlü, 8’inin (%17.8) çok yönlü ve 4’ünün (%8.9) ilişkisel yapı düzeylerini temsil ettiği saptanmıştır. Ders kitabında, soyutlanmış yapı düzeyini temsil eden soru bulunmadığı belirlenmiştir. Elde edilen bulgular doğrultusunda uygulamaya ve ileri araştırmalara yönelik öneriler getirilmiştir.

Student Evaluations in 8th Grade Science Subjects: Attitude, Self-Efficacy, Gender

The 21st century learning paradigm does not only focus on understanding the learning material, but places more emphasis on thinking, attitude, and communication skills. This study aims to analyze the differences and the relationship between attitudes and self-efficacy of junior high school students. This research uses quantitative methods with associative and comparative research types. The populations in this study were students of grade VIII Junior High School. Determination of the sample is done by using purposive sampling technique. The sample in this study amounted to 72 students. The data collection process was carried out using instruments in the form of attitude and self-efficacy questionnaires. Data were analyzed descriptively and inferentially. The inferential analysis used was the t-test, which was preceded by a prerequisite analysis test, namely the normality test of the data distribution and the homogeneity of variance test. The results showed that there were differences between attitudes and self-efficacy of male and female students. In addition, this study also shows a relationship between the attitude variables and self-efficacy of male and female students. In this case, it is evidenced by a significance value that is in accordance with the existing view.