Elementary School Science Research Articles

물질의 상태 분류에 대한 머신러닝 기반 교사교육 프로그램의 교육적 효과

Objectives In this study, a machine learning-based teacher education program for classifying the state of matter was developed and implemented for elementary and secondary science teachers and machine learning model for state classification of matter was established. And by analyzing the model evaluation and the experience of science teachers qualitatively, it was attempted to confirm the effectiveness of the program and the perception of science teachers about the application of machine learning to science classes.
 Methods For 31 elementary and middle school science teachers enrolled in the Graduate School of Education at the College of Education located in the central region, a total of three matter classification activities were performed and a decision tree algorithm was applied to the machine learning model. And the effectiveness of the program was confirmed through model performance evaluation such as accuracy and F1-score. In addition, we qualitatively analyzed the thoughts of science teachers on the application of machine learning.
 Results TAs a result of evaluating the performance of the built model during a total of 3 state of matter classification activities, it was determined that the accuracy and F1-score values increased statically, resulting in the educational effect of the Machine Learning-Based Teacher Education Program on the Classifying State of Matter. And as a result of analyzing the data of the study participants, it was revealed that there are cases in which the states of matter are classified through a deductive thinking process based on knowledge. As a result of comparing evaluation indicators of the machine learning models, the macroscopic classification criteria had a greater effect than the microscopic classification criteria. And when the classification results between the machine learning model and the research participants for various examples were compared, in the case of mixtures, the degree of inconsistency increased. In addition, through qualitative research analysis, the thoughts of science teachers on the application of machine learning were derived into nine topics, including ‘experience the process of creating science concepts’, ‘cognitive conflict’, and ‘communication’.
 Conclusions Machine learning should be actively introduced into teacher education as an inquiry-learning method of science education. And educational materials such as textbooks that can properly reflect scientific reasoning processes such as inductive thinking should be developed based on machine learning-based education programs. And it is necessary to discuss from a scientific point of view whether mixtures should be included in the learning of Classifying State of Matter.

Pengembangan Multimedia Interaktif Berbasis Macromedia Flash 8 pada Pembelajaran Ilmu Pengetahuan Alam Kelas V Sekolah Dasar

This research is motivated by the results of observations and experiences of researchers, that the level of student learning is low as much as 48.38% of students get scores below the KKM. In the analysis of student needs, there is still a lack of IT-based learning media in Macromedia Flash 8 for Mrican 2 Elementary School students. As many as 96% of students prefer learning materials using sound, animation and quizzes. The problems include how is the development process, how is the validity, how is the practicality, how is the effectiveness of interactive multimedia based on Macromedia Flash 8 in learning science in grade V elementary schools. The purpose of this research is to develop Interactive Multimedia Based on Macromedia Flash 8 in Class V Elementary School Science Learning. This study uses research and development R&D methods with the ADDIE model. The conclusions of the results of this study are (1) The process of developing Interactive Multimedia using the ADDIE model goes through the stages of analysis, planning or design, development, implementation, evaluation stage. (2) The validity of the validator obtains an average validation result of 90.5%. (3) The practicality of the teacher's and students' responses obtained an average practicality result of 90.15%. (4) The effectiveness is obtained from classical completeness with a percentage of 88%. This learning media can be said to be valid, practical, and effective so that it is suitable for use in learning.

Effectiveness of Inquiry Model with Scientific Approach and Experimental Methods in Science Learning for Elementary School

The purpose of this research is to analyze effectivity of inquiry model with scientific approach and experimental methods to collecting data in learning science for elementary school students. The approach used is a quantitative pre-experimental design that uses one experimental class. Data were collected using tests at the beginning and the end of the treatment, observations during learning and questionnaires at the end of the treatment which were then analyzed descriptively and inferentially. Based on the analysis of learning outcomes data obtained an increase in scores from pretest to posttest in the high category with a gain value of 0.70339. In addition, based on the t test, the sig. (2-tailed) = 0.000 <0.05 which shows that the average posttest meets the KKM score and 92% of students fulfill the classical learning mastery. Based on the observations obtained, 85.3% of students' activity was positive when learning and 84.16% of students gave positive responses regarding learning. Therefore, it can be concluded that the inquiry model with scientific approach and the experimental method to collecting data is effective in elementary school science learning

Collaborative Group Investigation and Self Efficacy on Pre-Service Science Teachers’ Critical Thinking Skills

In order to teach future generations, preservice science teachers must possess critical thinking skills. However, relatively few studies have examined these skills at the tertiary level, particularly in elementary school science teacher education departments. This study sought to determine the effect of collaborative group investigation (CGI) learning and self-efficacy on the critical thinking skills of students. With a non-equivalent control group design and a 2 x 2 ANOVA inferential statistical test, a quasi-experimental design was implemented. The subjects of this study were forty science teacher candidates who took the Environmental course at a university in Indonesia. A self-efficacy questionnaire and a test of critical thinking skills constituted the research instruments. The results indicated that the collaborative group investigation group received an average score of 62.2, whereas the direct learning group received an average score of 48.8, with an Fcalculated of 87.626 and a significance value of 0.000. The data analysis revealed substantial differences between the collaborative group inquiry group and the direct learning group in terms of critical thinking skills. The interplay between learning strategies and self-efficacy affects the critical thinking skills of pupils because collaborative learning practices can engage students actively through teamwork, idea exchange, decision making, and shared responsibilities

Peningkatan Kemampuan Mahasiswa Pendidikan Guru Dalam Menyusun Perangkat Pembelajaran Melalui Refleksi Diri Pada Mata Kuliah Pendidikan IPA Sekolah Dasar

The ability of elementary school teacher education students at Yogyakarta State University in compiling learning tools is still low. It is proven from the results of the learning tools that are not in accordance with the writing procedures and characteristics of elementary school students, the content is not appropriate, and the components are not complete. The solution that can be done is to do self-reflection on the learning tools they have arranged. This study aims to improve the ability of teacher students in compiling learning through self-reflection in the Elementary School Science Education course. This research uses the classroom action research method. The subjects of this study were 4th-semester Elementary School Teacher Education students in class C. The data were processed and analyzed descriptively, quantitatively, and qualitatively. The results showed that the student's ability in preparing science learning tools had an average initial score of 75.43 and increased to 95 after the first cycle was carried out by self-reflection through the instrument. The student's ability increased again after the second cycle was carried out by adding treatment in the form of giving instruments and conducting peer discussions and expert experts. This increase obtained an average score of 98. It was concluded that self-reflection can help students analyze shortcomings and find solutions and make improvements so that they can develop good science learning tools as a provision to become professional teachers

Penggunaan media simulasi pernafasan untuk meningkatkan kemampuan hasil Belajar ipa siswa sekolah dasar

The purpose of this paper is to increase the effectiveness of distance learning and students' creative thinking skills in understanding science concepts, especially about the material on the human respiratory system in Class V students at SDN Sabranglor, Surakarta City. Implementation Steps: The preparations made were to make a Learning Implementation Plan (RPP) with an innovative learning design. This learning design is designed by creating distance learning that remains active and creative. Implementation of the Learning Process: The implementation of the learning process is carried out online through the whats app group. Based on the distance learning process that has been implemented, it can be obtained that the use of "Breathing Simulation" media can improve students' creative thinking skills in science learning. This also represents the acquisition of students' scientific literacy. Cognitive, affective, and psychomotor also improve along with the increase in creative thinking skills. the media utilization of "Breathing Simulation" which is carried out online increases student learning motivation. The increase in learning motivation is also in line with the increase in creative thinking skills in elementary school science literacy. Based on the activities that have been carried out and the analysis of the results of the activities, it can be concluded that the use of the "Breathing Simulation" media in science learning is effective in increasing students' creative thinking skills and learning motivation during the Covid-19 pandemic.

The social representations of vaccines in the context of Science and Health Education in Elementary School

Resumo Neste artigo objetivamos, com atenção ao referencial teórico-metodológico da Teoria das Representações Sociais, apresentar um estudo cognitivo-estrutural das representações sociais das vacinas expressas por um grupo de alunos do 7º ano do Ensino Fundamental, marcando a relevância desses estudos em ações pedagógicas ancoradas na abordagem de aspectos sociocientíficos que permeiam as relações entre Educação em Ciências e Saúde. Partindo da evocação de palavras, por meio da abordagem estrutural da Teoria do Núcleo Central, sinalizamos um arranjo representacional sublinhado pela importância das vacinas na prevenção de doenças e na conservação da saúde, mas que causa dor e amedronta os estudantes. Pretendemos, diante das análises, construir encaminhamentos da relevância dos estudos que se dedicam à compreensão das formas de conhecimento cotidiano na condução dos processos de ensino e aprendizagens na perspectiva da (re)significação das relações entre Educação em Ciências e Educação em Saúde.

Science and imagination in elementary school

RESUMO Nosso objetivo é investigar como relações entre ciência e imaginação são discursivamente construídas em uma turma de crianças ao longo dos três primeiros anos do ensino fundamental. Com base na Etnografia em Educação, articulada à Educação em Ciências, analisamos eventos que evidenciam como referências ao contexto não escolar contribuem para o ensino de ciências de forma articulada à imaginação/atividade criadora. Os resultados demostram a ocorrência de: uma perspectiva de ciências prioritariamente voltada para resultados/produtos da ciência e outra focalizada em procedimentos/processos de construção de conhecimento/práticas; uma forma de atividade criadora relacionada à interação com materiais para investigar fenômenos e outra principalmente ligada à criação de narrativas imaginárias; e maior participação e potencialização da atividade criadora quando se fala sobre o espaço da casa no espaço escolar.

Development of E-Comic Based on Local Wisdom to Improve Scientific Literacy

This research is the development of local wisdom-based e-comics to increase scientific literacy. Learning media can help achieve learning objectives. This study aims to develop e-comic learning media based on local wisdom to improve scientific literacy in grade IV elementary school. The type of research used is Research and Development with the ADDIE development model namely Analyze, Design, Development, Implementation, and Evaluation. This study used test subjects by carrying out validity tests on media experts, material experts, learning experts and the responses of ten fourth grade elementary school students. Data collection using a questionnaire instrument. Research data were analyzed by means of descriptive quantitative and descriptive qualitative. The results of the media expert validator are categorized as very valid. The results of the material expert validator are categorized as very valid. The results of the learning expert validator are categorized as very valid. As well as the results of the responses of ten fourth grade elementary school students categorized as very valid. The overall results of the validator test are categorized as very valid so that e-comic media based on local wisdom can be used with learning alternative energy sources in grade IV Elementary School Science lessons.

Review Empowerment 21st Century Skills in Elementary School Science Learning through Need for Flipbook based Digital Teaching Materials

Strengthening efforts power competitive especially in the field source power man demand mastered skills life 21st century. Based teaching materials technology be one _ source necessary study _ developed for expedite the learning process. For that teaching materials used the digital aspect is necessary optimized. One of them with using flipbooks. Expected with competency flipbook _ student could developing, learning can fun and get studied anywhere student is at through internet network and gadgets. Study this aim for study need to development teaching materials with technology flipbook based for competency literacy read student could develop through science learning. Study done with use descriptive qualitative. Data collection techniques using questionnaire through google forms for study need flipbook -based teaching materials. Research results give information that the teacher still is use printed teaching materials available at the institution. The research results also show that the teacher has good commitment to opportunity development and utilization of flipbooks for means implementation digital teaching materials. Through results study this expected could motivating the teacher in choose development digital -based teaching materials through flipbooks for facilitate the learning process student

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook “Changes in Matter” as an Example

A Study of Teaching Practice Based on Socioscientific Issues—Take the Chinese Elementary School Science Textbook “Changes in Matter” as an Example

Factors Causing Low Interest in Learning Science in Elementary Schools

The purpose of this study was to determine the cause of the low interest of students in science subjects at SDN 5 Komet Banjarbaru. The method used in this study is a descriptive method which aims to describe or describe a situation in a place where it is now. The object of this research is the factor that causes the students' low interest in learning about science subjects at SDN 5 Komet Banjarbaru. The subjects in this study were the fifth grade students of SDN 5 Komet Banjarbaru who were used as a source of information needed in collecting research data. The population in this study amounted to 60 students and the sampling technique in this study used purposive sampling. The sample in this study were 20 fifth grade students at SDN 5 Komet Banjarbaru. Some students said that external factors caused the students' low interest in learning science subjects at the Komet 5 Banjarbaru State Elementary School 50% of the external factors caused the students' low interest in learning science subjects at the Banjarbaru 5 Komet State Elementary School, while 21% small external factors caused the low interest of students in learning science subjects at the State Elementary School 5 Komet Banjarbaru.

학습자 상호작용 강화 I4MAT 모델을 활용한 융복합 수업의 설계 및 적용

Objectives In the interdisciplinary education, the cooperative interaction between learners is important to derive a comprehensive understanding by synthesizing knowledge from a wide range of academic fields. In this study, an interdisciplinary class was designed based on the I4MAT model focusing on learners’ interaction proposed by Kim, Yoon & Bang(2021), and implemented to explore the educational effects. Methods To this end, we first analyzed and reorganized the learning elements of elementary school science, social studies, and morals curriculum to select a interdisciplinary theme that became the center of class design. For the selected theme, learning activities and contents were designed by the categories of the model, and learners’ interaction activities, interaction competencies. Then the teaching strategies were specified. After applying teaching program to 83 elementary school pre-service teachers enrolled in an university of education located in a non-metropolitan area, the change in competencies was explored. Results The Interdisciplinary class was designed based on the I4MAT model focusing on learners’ interaction using two themes: plastic use and wildfire response. As the results of the implementation, the interaction competency and interdisciplinary thinking competency of pre-service teachers were significantly improved. Conclusions Based on the results, educational implications for the design and implementation of interdisciplinary education focused learners’ interaction were discussed.

COVID-19 전⋅후 초등과학 평가 실태 분석 및 블렌디드 러닝 상황에서 평가 방법 제안

Objectives The purpose of this study is to analyze the evaluation status of elementary school science classes before and after COVID-19, and to propose an evaluation method that is suitable for blended learning and easy to check the degree of reaching the curriculum achievement standards based on the analysis results and previous studies. Methods In order to achieve the purpose of the study, the evaluation plan of 13 elementary schools in Seoul was analyzed for 3 years from 2019 to 2021. And to find out more details, a survey was conducted with teachers in charge of the elementary school. In this study, based on the results of the actual condition analysis, previous studies on methods to supplement the problems of paper-based evaluation and laboratory observation book-based evaluation in the blended learning situation were analyzed. Based on the analysis results, it was possible to determine the degree of achievement of the curriculum achievement standards, and an evaluation method suitable for competency-based evaluation was derived. Results The results of the investigation are as follows. First, the number of science evaluation fields evaluated all four fields in 2019, but was reduced to an average of 1.85 in 2020 and 3.15 in 2021, after the COVID-19 situation. Second, as for the evaluation method, the paper-based evaluation method was the most used both before and after the COVID-19 situation, and the proportion increased after the COVID-19 situation. And in both situations, after paper-based evaluation, laboratory observation book-based evaluation was used as the main method of science class evaluation. In this study, we propose an evaluation method that provides both a portfolio and a rubric to teachers and students as an evaluation method suitable for a blended learning situation based on the results of the analysis of the survey results and previous studies. Conclusions Providing a portfolio and a rubric together in a blended learning situation can help teachers reduce the burden of grading and feedback and help maintain the fairness of assessment, students can clearly recognize their learning goals, and help self-assessment and reflection can receive. In addition, if portfolios and rubrics are used on an online platform, communication between teachers and students can be actively continued even if the class form is suddenly changed in an unexpected situation, and it has the advantage of continuously conducting classes and evaluations.

Implementation of PBL and IBL Models Assisted by Video Media to Improve Critical Thinking Skills

Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment. This is be able to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to analyse the improvement students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students who were in grade 5, consisting of 30 students. The instrument used for data collection in this study was a descriptive description test. The data analysis technique used in this research is descriptive statistical technique. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills, thus, it is proven that the integration between innovative learning models and learning media contributes positively to the improvement of students' abilities and competencies.

Critical & Creative Thinking Ability given the Inquiry Component in Elementary School Science Lessons

The 21st-century skills are critical thinking skills and creative thinking skills. These skills are needed by someone to be successful in facing challenges, an increasingly complex and uncertain life, and to be successful in life and career in the world of work. This study aims to analyze critical and creative thinking skills in terms of the inquiry component in science learning in elementary schools. The research sample is elementary school students, with a total of 31 students. Data collection techniques used in this study were observation, tests, interviews, and documentation. The experimental research method used in this research is quasi-experimental. Quasi-experimental is used so that researchers can analyze the differences between the two treatments in the control class and the experimental class. The research design used was a non-equivalent control group design. The results of the analysis of critical and creative thinking skills for the control class inquiry model were 45.3% and 54.7%. In comparison, the experimental class obtained 65.5%, so the influence of the inquiry model on experimental class students is greater than the control class. The inquiry model has a positive effect on critical and creative thinking skills. With this research, the inquiry model can improve the critical thinking skills and creative thinking of fifth-grade elementary school students in science learning.

Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?

Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on the role of specific aspects of instructional quality is limited. Addressing this research gap, the present study investigates the relationship between teachers’ instructional support during inquiry-based science classes and elementary school students’ learning gains in science content knowledge and academic language proficiency. Multilevel regression analyses are based on data from 459 German elementary school students from Grades 3 and 4 who participated in a longitudinal intervention study that took place over one school year. Our findings indicate a strong impact of students’ prior knowledge on learning outcomes and compositional effects for the language-related measures. Relations between teachers’ instructional support, as measured by the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and students’ learning outcomes did not emerge. In interpreting the results, the overall mediocre quality of teachers’ instructional support needs to be considered.

Classification and Exploratory Characteristics of “Questions” in Elementary School Science Textbooks in Japan: Through Comparison of Y Company’s 2010 and 2019 Textbooks Certified by the Ministry of Education

本研究の第一の目的は，Y社の2019年検定済小学校理科教科書に記載されている観察・実験等の「問い」を対象に，吉田（2012）に基づく分類を試みるとともに，吉田（2012）が分析を行った2010年検定済小学校理科教科書及び山田ら（2022）が分析を行った2020年検定済中学校理科教科書との比較による「問い」の特徴を明らかにすることであった。また，第二の目的は，山田ら（2021b）の3観点（「定性的・定量的」，「仮説設定の有無」，「変数制御の有無」）と「問い」との関連について検討することで，その特徴を明らかにすることであった。その結果，以下の3点が示唆された。

Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning

Considering the low results presented by Brazilian education in global indicators such as those published by the Organization for Economic Cooperation and Development - OECD, and by other indicators such as the UNESCO Education ranking. It can be seen that Brazilian education needs improvements so that it is possible to provide students with a meaningful learning experience. Therefore, we believe that education must accompany the innovations provided mainly by digital information and communication technologies - TDICs, abandoning mechanical techniques of knowledge transmission that disregard the heterogeneity of education and increasingly inserting itself in the daily lives of students, so that they can learn in a personalized way. The present research seeks to analyze how knowledge occurs at a fundamental level in the discipline of science from the model of rotation by stations, based on the active methodology of hybrid teaching that seeks to involve TDICs in the educational process so that it is possible to customize the time and mode of learning. In the proposed model, the classes were arranged in groups (called stations), and in each station there was a specific activity to be carried out by the present group. In our conclusions, we corroborate positive results of the rotation by stations listed by the students when answering the questionnaires applied after classes.

Penerapan Model PBL dan IBL Berbantuan Media Video untuk Meningkatkan Kemampuan Berpikir Kritis

<p class="ContentAbstrak">Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment, so as to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to improve students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students in Surakarta. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills.</p>