Development Of Scientific Skills Research Articles

Digitalisasi Pendidikan Melalui Pengembangan Media Digital Interaktif Tema Alam Semesta untuk Memfasilitasi Keterampilan Saintifik Anak Usia Dini

The development of the 21st century has sparked digitalization in all aspects of life, including in the field of education. The implementation of digital learning using digital learning media in the field is still very minimal, this is due to the lack of access to digital learning that is in accordance with learning objectives, such as science learning which is oriented towards developing scientific skills. The minimal use of digital media makes researchers conduct research with the aim of obtaining media designs that are suitable for the development of scientific skills in early childhood. The subjects of this research were four PAUD institutions consisting of four teachers and 60 group B children. This research was carried out using a mix method approach, using the Reeves 2006 EDR (educational design research) research model. The data collection techniques used included observation, interviews, and questionnaires. The results of the research show that teachers are currently unable to maximize efforts to digitize education, this is due to the lack of access to digital media in science learning which is oriented towards developing children's scientific skills. This series of research also produces a valid media storyboard design based on the assessment of media experts and material experts, namely with an average score of 2.78 and 2.92 in the Very Good category respectively.

A Cocurricular Context-Based Enrichment Program to Enhance Scientific Skills Development

A Cocurricular Context-Based Enrichment Program to Enhance Scientific Skills Development

Scientific Skill Development In Kindergarten Education Post-Covid-19

Scientific Skill Development In Kindergarten Education Post-Covid-19

The decisive learning skill for the scientific knowledge acquisition developed by artificial intelligence

Several researchers in the field of education have taken an interest in the development of scientific skills. Their objective is to enable learners to have an attitude of reflection and behavior in the face of the different pedagogical situations that may arise. We are also interested in these scientific skills, namely C1: Appropriate, C2: Analyze and reason, C3: Achieve, C4: Validate and C5: Communicate, we have characterized them by capacities whose objective is to evaluate them with interesting precision. We are interested in all these scientific skills but with significant weightings in order to realize a balanced, complete and effective overall assessment of scientific learning. In this work, we will also discover the most important scientific skill for the construction of Knowledge in a given scientific session, using artificial intelligence based on the decision tree by implementing a program in Python. Therefore, taking into consideration the one that leads to the birth of ideas and that allows to converge towards the objective, the teacher gives more importance to this skill and develops it by proposing different specific pedagogical situations. This learning approach allows the teacher to make the right decisions at the right time and it allows equity between the learners to acquire the different scientific skills according to their learning ability. Therefore it allows the learner an intrinsic motivation for the acquisition of scientific knowledge.

Effectiveness of Outdoor Physics Activities

This paper presents the utilization of outdoor physics activities in the teaching of selected topics in light and optics in order to promote effective transfer of learning in physics and interacting with the environment which is one of the main subjects of the study. The study also looked into the effect of cooperative learning, active learning, use of higher order thinking skills (HOTS), relevance of learning experiences and development of social skills in physics among fourth year high school students in a secondary school in Bacacay, Albay. The researcher developed outdoor physics activities as an instructional intervention and used a single group pretest- posttest design. Qualitative and quantitative techniques were used in the study. The instruments used in data gathering were the teacher- made questionnaire for the features of the outdoor physics activities in optics and results of the pretest- posttest for conceptual understanding and the guide questions for the journal entries of the students. Validation of data was done through triangulation of students’ journal entries, self-rating checklist and experts’ observation. Positive result shows in the conceptual understanding, development of scientific skills, enhancement on the attitude and values and improvement on the social skillsof the students. Further, it is recommended that additional outdoor physics activities be developed for the enrichment of the students’ conceptual understanding as they see their relevance to real life experiences.

Learning outcomes of the educational board game “Taphonomy: Dead and Fossilized,” evaluated with high school learners in a summertime program

Although many have suggested the use of games to motivate active learning, studies that evaluate the learning outcomes of games with high school students are scarce. Here, we present the evaluation of the board game “Taphonomy: Dead and Fossilized” as an active learning tool to teach fossilization and Earth systems thinking with rising 12th grade learners in GeoFORCE Texas, a summertime outreach program of the Jackson School of Geosciences, The University of Texas at Austin. The educational activity was evaluated with two groups (n1 = 22, n2 = 27). During the activity, an observation protocol was implemented; prompts to evaluate learners’ behaviors and instructor behaviors were included in a form that a trained observer filled out while the learners played the game. Learning outcomes were assessed with a 2-page paper survey immediately following gameplay; survey questions are aligned with the Next Generation Science Standards. “Strategizing” was the most common learner behavior observed during the activity and the majority of behaviors can be considered “active learning”. The results from the survey show that after playing the game learners were able to apply paleontological knowledge to tasks that involved establishing cause-effect relationships and Earth systems thinking. Our results provide evidence that board games (as educational strategies) are effective active learning tools that foster student development of scientific skills. Cooperative learning was observed, which we suggest is a key benefit for diverse classrooms. Findings were used to guide the refinement of the high school-level version of “Taphonomy: Dead and Fossilized”, as well as a scaffolded teaching module with formative and summative questions for use in a classroom setting.

Development of Integrated Science Learning Module Based on Science Process Skills with the Rainbow Phenomenon Theme

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process Skills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

Practical Work by Laboratory Stations: An Innovation in Experimental Work

Experimental work is essential for the development of scientific skills and student motivation. However, students are not always involved in the experimental work, and the development of scientific skills is compromised. In this study, the model of experimental teaching of Chemistry and Physics by laboratory stations is presented and its contribution to the promotion of self-efficacy and self-regulation is discussed. This model had underlying active learning, neuroeducation and was developed using a collaborative Peer Instruction approach. The regular use of laboratory stations during two years, in two classes of basic education, allowed not only counteracting the distance between the students and Physics and Chemistry but also improving the students' engagement in classrooms. The purposes of this implementation were to develop students' Chemistry and Physics knowledge, to engage students in the classroom activities, and develop scientific skills (handling equipment, making and describing observations, recording data, gave meaning to measurements, obtaining experimental results, discuss and analyse results, planning experiments to verify hypotheses). The promotion of collaborative work habits among students, critical thinking and the debate between peers as strategies to achieve significant learning were also other aims of this methodology.

Developing technological pedagogical science knowledge through educational computational chemistry: a case study of pre-service chemistry teachers’ perceptions

The purpose of this descriptive case study was to develop pre-service chemistry teachers’ Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students’ perceptions towards educational computational chemistry were explored. First, we designed an authentic research-based chemistry learning module that supported problem-based learning through the utilisation of computational chemistry methods suitable for pre-service chemistry education. The objective of the learning module was to promote learning of specific chemistry knowledge and development of scientific skills. Systematic design decisions were made through the TPASK framework. The learning module was designed for a third-year physical chemistry course taken by pre-service chemistry teachers in Chile. After the design phase, the learning module was implemented in a course, and students’ perceptions were gathered using semi-structured group interviews. The sample consisted of 22 pre-service chemistry teachers. Data were analysed through qualitative content analysis using the same TPASK framework employed in the learning module design. Based on our findings, pre-service chemistry teachers first acquired Technological Scientific Knowledge (TSK) and then developed some elements of their TPASK. Besides, they highly appreciated the combination of student-centred problem-based learning and the use of computational chemistry tools. Students felt the educational computational learning environment supported their own knowledge acquisition and expressed an interest in applying similar learning environments in their future teaching careers. This case study demonstrates that learning through authentic real-world problems using educational computational methods offers great potential in supporting pre-service teachers’ instruction in the science of chemistry and pedagogy. For further research in the TPASK framework, we propose there would be significant benefit from developing new learning environments of this nature and evaluating their utility in pre-service and in-service chemistry teacher's education.

Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability.

We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.

STRATEGIES FOR DEVELOPING SCIENTIFIC SKILLS AND ATTITUDES IN PHYSICS EDUCATION AMONG SECONDARY SCHOOL STUDENTS IN EBONYI STATE, SOUTHEAST NIGERIA

This study was carried out to identify the strategies for the development of scientific skills and attitudes in physics education among secondary students in Ebonyi state, southeast Nigeria. One research question was developed in line with the purpose of the study. One null hypothesis was formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 2370 students and 87 teachers, and the sample comprised 600 students and 25 teachers of physics from the area of study. This sample was drawn using multi-stage sampling technique. An–11 item instrument termed "Science Skills and Attitudes in Physics Questionnaire" (SSAPQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.82. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while t-test statistics were used for testing the null hypothesis. The findings of the study revealed that 9 out of 11 items presented are the strategies for the development of scientific skills and attitudes in physics education among secondary students in Ebonyi state, southeast Nigeria. Findings on the hypothesis tested revealed that there was no significant difference in the mean responses of students and teachers of physics from Ebonyi state on the items presented. Holistic reformation of the physics curriculum to incorporate the strategies, appropriate training of teachers to ensure quality transmission of scientific knowledge, skills and attitudes and provision of needed laboratory facilities, books and other learning materials by the relevant stakeholders were recommended.

Uso de las TIC en los procesos de enseñanza y aprendizaje del contenido “Enlace Químico y sus Propiedades”, centrado en habilidades cognitivas en estudiantes de educación media chilena

This research evaluates the effectiveness of the use of ICT in the teaching and learning process of 9th graders in the content of Chemical Bonds and its properties, during two annual school periods at the School Juan Luis Undurraga Aninat, Santiago de Chile. This research has a quantitative approach, and is a field and quasi-experimental work (pre and post-test), whose instruments were evaluations and surveys. The results showed that the percentages of achievement for each indicator increase on average 29 points; the learning ranges decrease in insufficient students (69% to 9%) and show mobility towards (5% to 40%) and Very Good (2% to 12%) categories, without observing significant differences in the category Acceptable. On the other hand, the development of scientific skills increases, on average, above 30 points. The most significant increases were: identify (75%), observe (79%), recognize (75%), apply (78%), compare (90%) and analyze (81%). It is concluded that the use of ICT has positive effects on student learning in this topic.

Scaffolds to support the development of scientific skills in physics

This paper responds to the social demand to equip learners with the skills capable to create solutions that are sustainable over time, to increasingly complex problems. To this end, this study designed implemented and evaluated an instructional process aimed to students’ development of scientific skills during the scientific inquiry process. A quasi-experimental study was designed in which participated 61 university students of physics university course participated in the study. The results show that the students of the experimental group developed higher level of scientific skills than the control group.

STRATEGY TO PROMOTE RESEARCH SKILLS IN STUDENTS OF THE HEALTH AREA

In the new context of higher education; Research-based learning is a strategy used to understand and deepen knowledge during the educational process at all levels for the development of scientific evidence, considering that the best way to learn is experience. The objective of this article is to demonstrate the importance of implementing practical activities in the field of health to awaken the interest of students in research and development of scientific competencies. The methodology applied in the students of the health area, to promote the research in the development of the scientific capacities, was made a chronogram of visits to the departments of the ICBE; TPA and Embryology Laboratory, for the development of scientific tests by means of coherent practices or action schemes. In conclusion, when the student is actively involved in the teaching-learning process, he can develop skills for his professional performance. Promoting the interest of the student to investigate is undoubtedly an indispensable factor that must be fostered, analyzed and applied in the area of. Health Research is a process that requires adequate guidance and motivation to awaken, passion and dedication, which allows the development of scientific skills and competences.

Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills

International assessments have revealed that students in numerous nations lack scientific reasoning skills. Science teachers who support students’ scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills. Additionally, few studies exist that assess teachers’ scientific reasoning skills, including the effectiveness of professional development to strengthen teacher scientific reasoning abilities over time. To help fill this gap, this study examines the effects of a Modeling Instruction in a biology workshop on teachers’ scientific reasoning skills. In addition to teacher interviews, focus groups, and writing samples, data from Lawson’s Classroom Test of Scientific Reasoning (LCTSR) were collected from teachers before and after the workshop. The results suggest that the three-week Modeling Instruction in the biology workshop contributed to gains in in-service teachers’ scientific reasoning, and thus provides evidence that the teachers in this study are more prepared to help develop similar skills with their own students as they engage in the Modeling Instruction curriculum.

The Influence of Inquiry-Based Science Issues Learning on Practical Skills of Junior High School Students in Environmental Pollution Topic

Inquiry-based science issues approach facilitates the development of scientific skills through research activities on surrounding science issues. The purpose of this research was to understand the influence of Inquiry-based science issues on practical skills of Junior High School students. This research employed quasi-experimental research method, equipped with pre-test, post-test non-equivalent control group design. The sample of sixty junior high school students in Yogyakarta was picked for this study. The instruments used were observation sheets on practical skills, practical skills test, and instructional learning sheets. The data collected were analyzed using N-Gain, percentage, and Analysis of Covariate (ANCOVA) at 0.05 significance level. The result revealed that Inquiry Science Issues was more effective in fostering students’ practical skills than the scientific approach. There was a significant effect of treatment on students’ practical skills while no interaction between approach and prior knowledge of students. Moreover, the data of practical skills through the observation sheets in the experimental class had higher percentage compared to the control class, 80.36%, and 70.61% respectively.

Argumentação de estudantes da educação básica sobre dilemas sócio-científicos no projeto ENGAGE

This study was carried out within the framework of the European ENGAGE project which proposes the development of scientific skills in the context of Responsible Research and Innovation (RRI). It has been questioned, how do students use evidence-based argumentation to justify opinions about socio-scientific dilemmas? It aimed at proposing alternative methodologies to teachers to improve students' performance in the study of science. The research was a partnership between the Open University (OU-UK) of England and the State University of Bahia (UNEB), held in a public school in the Municipality of Irece-Ba-Brazil, with students of basic education. All the elements of the argumentation were identified during the activities carried out by the students of the three groups analyzed. However, it was observed that they presented difficulties to elaborate a justification based on evidence, responding to the proposed dilemma and describing scientific thinking in a systematized form. The study also pointed out the need for continuity of research using technological elements that would support the student with the structuring of his ideas.

Agriscience Education Through Inquiry-Based Learning: Investigating Factors that Influence the Science Competence of Middle School Students

Inquiry-based teaching methods have been found to enhance students’ abilities to understand the process of scientific inquiry. The purpose of this study was to determine if middle school students taught through an inquiry-based teaching approach consisting of scientific skill development, scientific knowledge, and scientific reasoning were more likely to meet their respective science grade level expectation. Participants consisted of predominantly Hispanic sixth and eighth grade students enrolled in school enrichment programs through the MMSAEEC. Inquiry-based instruction was integrated within science classes using lessons in soil pH and water quality. Overall, sixth grade students scored highest on items related to science skill, while the eighth grade students scored highest on the science knowledge portion of the instrument. Regarding the sixth grade students, science reasoning and science skill were found to be significant predictors of grade level expectation, while science skill was significant for the eighth grade data. It is recommended that teachers incorporate inquiry-based learning strategies into their classrooms to encourage students to ask questions and refine their ability to think critically and solve problems. Further research is needed to clarify the role of science comprehension and the associated sub-dimensions with the ability to predict grade level expectation.

A argumentação e a capacidade de resolver problemas em estudantes do ensino fundamental

Este trabalho objetivou descrever como estudantes do 8° ano do Ensino Fundamental resolvem problemas, partindo da hipótese inicial que a capacidade argumentativa dos estudantes tem influência sobre a capacidade de resolução de problemas. Para a coleta de dados, utilizou-se um teste da capacidade de resolver problemas e uma entrevista. Na amostra pesquisada, a medida que os estudantes apresentam mais elementos que constituem um argumento em seus enunciados, ele consegue atingir melhores níveis no teste de resolução de problemas. Constataram-se dificuldades de leitura e síntese, o que pode levar a fragilidades no conhecimento e aplicação de diversas habilidades científicas. Apresenta-se como perspectivas a produção de atividades didáticas que fomentem o desenvolvimento das habilidades científicas e de leitura.