Student Conceptual Understanding Research Articles

The impact of inquiry-based learning in a botanical garden on conceptual change in biology

ABSTRACT The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that have examined the long-term effects of inquiry-based learning on conceptual understanding among students. The purpose of this study is to determine whether an inquiry-based learning environment in botanical garden improves the conceptual understanding of biological concepts in students over the long term. Seventy-nine 9th graders participated in inquiry-based learning biology lessons in a botanical garden, while seventy-two 9th graders participated in traditional biology lessons at school. The results showed that inquiry-based learning in a botanical garden has a positive impact on the correct scientific knowledge compared to traditional teaching at school. In addition, the learning activities in a botanical garden help students to overcome the typical resistant misconceptions related to photosynthesis and respiration. Even though the number of the correct scientific answers from the students in the experimental group slightly decreased between the post-test and delayed post-test, they still outperformed the students in the regular classroom three months later. Eventually, specially designed interventions could help in the implementation of conceptual change and to alter previous misconceptions to scientifically correct concepts.

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

The effect of 7E learning cycle enriched with computer animations on students conceptual understanding and overcoming misconceptions

Penerapan Pembelajaran Berorientasi NoS (Nature of Science) untuk Meningkatkan Keterampilan Proses Sains dan Pemahaman Konsep Siswa

The results of observations carried out at SMA Negeri 1 Pemenang, North Lombok Regency, found that the classical completeness obtained was far from the predetermined indicators. The low student learning outcomes are thought to occur because presentations often use the lecture method and there are no practical activities because the tools for this are not available. Apart from that, in every lesson that uses the lecture method the teacher is often the center of attention and the students are only the receiving objects. So students do not have the opportunity to develop knowledge and abilities in science process skills. The NoS (Nature of Science) model invites students to be able to train students' abilities in improving problem-solving abilities so that they can improve students' science process skills and understanding of concepts. The aim of this research is to improve students' science process skills and conceptual understanding through the NoS (Nature of Science) learning model on the sub-subject of environmental pollution. This type of research is classroom action research carried out in 2 cycles consisting of planning, implementation, observation, evaluation and reflection stages. Research data in the form of student learning outcomes was taken using multiple choice test techniques and descriptions. The average score obtained in cycle I was 76.07, in cycle II it increased to 80.00. While classical completeness was 67.85% in cycle I, in cycle II it increased to 85.71%. Meanwhile, the average score for students' science process skills in cycle I was 70.8 in the high category, in cycle II the average score for students' science process skills increased to 78.1 in the high category. The conclusion of this research is that NOS (Nature of Science) oriented learning can improve students' science process skills and understanding of concepts.

The Relationship between Concept Perception and Student Achievement in the Subject Area of Chemistry in Science

Science education has undergone many reforms since the past to improve the learning and teaching process. Teachers' knowledge and motivation, and teachers' teaching techniques, determine how students understand science concepts. In the journey of taking students to innovations in education, the teacher who provides science education in the classroom has a great responsibility (Research and Development Branch, 2017). It is also necessary to identify the problems faced by students in building science education. The analysis of the examination department's results and evaluation reports shows that compared to other subjects, the minimum mark is obtained for the science subject. The Sri Lanka Examination Department's 2017 G.E.C. (G.E.) evaluation report also shows that among the three fields of science, biology, chemistry, and physics, the facility for the field of chemistry is low. For this reason, it was the main interest of this research to find out the correlation between student performance and conceptual understanding of students who learn the content of the chemistry subject of the science subject. For that purpose, the size of the sample was determined using the table of determination of the sample size presented by Krejcie & Morgan (1970) and the correlational study research strategy using 400 students of 08 secondary schools in the Kegalle district of Sri Lanka selected through a cluster random sampling method as the sample. The research was conducted using a quantitative design. For this, Katerina Salta & Chryssa Tzougraki (2004) used an aptitude test set according to the Liket scale and a structured type of achievement test set according to Bloom's classification to find out the level of concept perception of 11th grade students in a school in Greece. A control test was administered to 10% of the research instrument sample. By analyzing the data collected, the research instruments were standardized. Then by giving the research equipment to the main sample, the collected data was analyzed, and conclusions were drawn from the data interpretation. Here, a positive correlation of Pearson correlation coefficient (r= + 0.720) was found between students' conceptual understanding and student achievement. It was recognized that appropriate student-centered methods should be used in the learning and teaching process as student achievement increases when students' conceptual understanding increases.

Exploring Project-Based Learning: Physics E-Posters in Pre-Service Science Education

This study investigates the implementation of project-based learning, explicitly focusing on designing and presenting e-posters within the Basic Physics course for pre-service science teachers, with a particular emphasis on pre-service biology teachers. Descriptive and correlational quantitative methods were utilized to analyze data collected from 16 participating students throughout 16 sessions. The assessment perspectives of lecturers, peers, and self-assessment were examined, revealing disparities in scores and highlighting the importance of multiple assessment sources. Recognition through awards was granted to students with exemplary performance, while guidance sessions led by the instructor significantly correlated with improvements in poster design. Analysis of poster content indicated a focus on fundamental physics concepts, mainly mechanics, with students utilizing various information sources. The study underscores the effectiveness of project-based learning in promoting student engagement, skill development, and conceptual understanding in physics education.

Integration Review of Project Based Learning in Biology Education: A Systematic Literature Synthesis of Education Levels, Biology Subdisciplines, Research Methodologies and Learning Competencies

Project-Based Learning (PjBL) has become an increasingly popular learning approach in many fields, including biology. The research conducted a systematic review of the literature on the implementation and effectiveness of PjBL in biology education, especially in the period 2019–2023. The study explores the use of PjBL in various subdisciplines of biology, education, and research methodologies, as well as integrating a variety of targeted learning and competence approaches. Colleges widely adopt PjBL, focusing on developing students' cognitive, affective, and psychomotor abilities. The study also highlights the various learning methods integrated into the pjBL, including laboratory experiments, field activities, and reflection. The findings confirm that PjBL is an effective educational strategy for improving student understanding of concepts, critical thinking skills, and learning motivation. This approach supports holistic and applied learning experiences, integrating theory with real practice, as well as developing skills essential to students in the 21st century. The study provides a comprehensive insight into the current trends and potential of PjBL in biology education, as well as recommending directions for future education research and practice.

Analysis of Mathematical Problem Solving Ability of XI Class Vocational Students on Composition Function Material

This study aims to find out how well vocational students solve mathematical problems based on the composition function material. Mathematical problem solving ability is an ability that must be mastered by students because this ability is the core of mathematics. The location of this research is at SMK TI Garuda Nusantara and the main object of research is class XI students totaling 32 people in one class. The author used a descriptive qualitative approach. Several test questions were used as data collection methods. of 32 students in one class. It can be said that only 9 people were able to complete the test questions and get a good rating on each indicator. The results show that the problem solving ability of students in class XI of SMK TI Garuda Nusantara is classified as sufficient or moderate. This is very clear from the fact that only 28% of students who achieved perfect scores in the good category. 56% were rated medium, and 16% were rated low. The acquisition of the highest indicator value is in problem solving ability, while the lowest indicator is in the indicator of understanding the problem, this is due to the lack of understanding of basic mathematical concepts in students. In order for students' problem-solving skills to improve, researchers suggest that further research should use learning models or media that can help students understand mathematical concepts.

Character-based physics learning module through generative learning model: Student conceptual understanding

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.

Development of Uno Stacko Games-Based Learning Media Integrated with Qr Code on the Material of the Human Respiratory System in Increasing Interest and Understanding of Concepts for Grade VIII Middle School Students

Game-based learning media is a media that can improve students' interest and conceptual understanding effectively. In this study, the research and development (RD) method was used by adopting the ADDIE model to develop a learning media based on Uno Stacko game with a focus on the topic of Respiratory System which was integrated with the QR Code. The effectiveness test that was used on the learning media was a quasi-experimental design. The media testing used three classes consisting of a trial class with a total of 25 students, as well as a control class and an experimental class, each of which consisted of 23 students. The results of the study of the students' learning interest with the Respiratory System Uno Stacko learning media along with further explanation by the teacher using the lecture method differ significantly from the learning interest of the students who only used the lecture method. The implementation of the learning media can improve learning interest. It can be seen from the result of the average percentage of the experimental class with a total of 81% which is higher than the control class with a total of 76

Philosophy of Al-Farabi In Developing A Digital Music Notation Training Model for High School Art and Culture Teachers Based on CSCL

This article explores the philosophical aspects of Al-Farabi in the development of a music art training model, aimed at assisting high school Art and Culture teachers in understanding and teaching digital music notation. Al-Farabi, a great philosopher from the Classical Islamic period, offers valuable insights into education and learning, which are applicable in the context of music art teaching. The article elucidates how Al-Farabi's views, particularly on ethics, morality, and happiness, can be integrated into a training model based on Computer Support Collaborative Learning (CSCL) to enrich the art teachers' learning experience. Furthermore, it provides an overview of how digital music notation can be implemented in high school cultural arts education and why this approach is relevant in the rapidly evolving context of music education. This article is expected to serve as a guide for developing a holistic and philosophical training model in music art education, focusing on understanding digital music notation and applying Al-Farabi's philosophical principles in the learning process. Additionally, this research highlights the importance of integrating technology in art education, demonstrating how digital approaches can broaden the horizons of music art learning. Moreover, the article seeks to prove how teaching methods inspired by Al-Farabi's thoughts can enhance students' creativity and conceptual understanding in music art.

University students dataset related to achievement, classroom practices, perceptions and attitudes of multimedia-based learning quantum physics.

This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.

Development of Digital Comic Interactive Media Toward Primary Students' Understanding of Concepts

Objective: The use of interactive media to understand the concept of material is a stimulation of the integration of all the senses in students, where the media will provide freedom to explore the material that is available in it freely, utilizing several unique features in Microsoft PowerPoint which the researchers then turned into an interactive learning tool for students, in its implementation students will be presented with learning media that integrates audio, video and visual components. Method: This research uses quantitative research with experimental methods. The population in this study was class VI students as experimental class research and VI B students as control class research, with a sample of class VI C students totaling 30 students for each sample on geographical characteristics and life in the ASEAN region. Results: This research produced media products in the form of interactive comics, which are proven to be able to increase students' conceptual understanding of material on geographical characteristics and life in the ASEAN region, as proven by the results of data processing using which proves that there is a significant influence. Novelty: There is a significant impact of the development of Digital Comic Interactive Media on Students' Conceptual Understanding of Elementary school is seen from the pretest and post-test results, which show that Ho is rejected and Hα is accepted. By rejecting Ho, it means that in this research, it is proven that the conceptual understanding of students who are given action is significantly different.

Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis

This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this meta-analysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion. Keywords: brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.

Students conceptual understanding of logic material in terms of assessment diagnostic result

Students conceptual understanding of logic material in terms of assessment diagnostic result

Analysis of Needs for Design of Teaching Materials Based on Integrated Cognitive Conflict with Augmented Reality in Thermodynamics

The goal of 21st century learning in the independent curriculum is that students are able to deepen concepts and strengthen competencies. Efforts that can be made to achieve this goal are the use of teaching materials that are able to increase students' understanding of concepts. This research was conducted to develop teaching materials based on cognitive conflict integrated with augmented reality technology, so it is necessary to carry out a needs analysis as an initial stage of developing teaching materials. This type of research is quantitative descriptive research, the data collection instruments used are journal analysis and teacher and student analysis questionnaire sheets. Research was conducted to determine the need for developing open materials in schools. The results of the analysis of student needs show that physics learning is still teacher-centered, technology-integrated teaching materials, especially Augmented Reality, are not yet available, and learning models that overcome students' misconceptions are not yet used. The results of this preliminary research indicate the need to develop open physics materials that are able to increase student understanding of concepts and interest in learning. The solution to this is to develop cognitive conflict-based teaching materials that are integrated with technology by utilizing augmented reality technology.

Pemetaan Pemahaman Konsep Analisis Pengukuran Fisika dan Mekanika Analitik Pada Mahasiswa Program Studi Pendidikan Fisika Tahun Pertama

Physics education study program students should have a high level of understanding of physics concepts. However, in reality the level of understanding of physics concepts for students in physics education study programs is still low. The aim of this research is to determine the distribution of students' level of conceptual understanding in the physics education study program in their first year. The research method used by the author is quantitative descriptive. This research was conducted on 43 Class C Physics Education study program students Class C of 2022 in their first year studying at Yogyakarta State University. The results of this research show that the level of conceptual understanding of Physics Education study program students in the Physics Measurement Analysis (APF) and Analytical Mechanics courses is very different in their first year of study with the average UAS score in the APF course being 2.89 and in the Analytical Mechanics course of 9.04. Therefore, alternatives are needed to improve and equalize student understanding of concepts in courses in the Physics Education study program, one of which is by improving the quality of teaching and organization in the learning process, increasing student involvement in learning physics, using effective learning methods to increase understanding. physics concepts, as well as increasing collaboration between students, lecturers and institutions in increasing understanding of physics concepts.

Enhancing student conceptual understanding and critical thinking through SETS-based digital modules on environmental changes

The rapid advancements in science and technology have necessitated the adaptation of biology education to enhance students' understanding and critical thinking skills, aligning with the demands of the 21st century. The development of digital modules based on the Science, Environment, Technology, and Society (SETS) framework represents an innovative approach to facilitate students' learning by seamlessly integrating theories from science, environment, technology, and society. This research adopts the Research and Development methodology, employing the ADDIE development model. The digital module's development underwent validation by four experts, comprising two media experts and two material experts. The validation results yielded a 90% agreement from media experts and an 85% concurrence from material experts, indicating the suitability of the digital module on environmental change, grounded in the SETS framework, for educational use. The developed module was subjected to testing using a one-group pretest-posttest design, followed by the analysis of the obtained data through paired sample t-tests. The analysis results indicate a significant improvement in both conceptual understanding and critical thinking skills following the utilization of the module. Hence, this module is recommended for use in biology education, particularly in the context of environmental change materials.

Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

The COVID-19 outbreak has had a significant impact on higher education worldwide. In-person courses had to be quickly transited to online, including lab courses embedded with Course-based Undergraduate Research Experiences (CUREs). In response to this challenge, we successfully converted a fully in-person biochemistry lab that integrated with a 6-week modular CURE (mCURE) into a hybrid CURE (hCURE) in Fall 2020, with support from the Malate dehydrogenase CUREs Community. The hCURE was structured to have in-person labs and online activities arranged on an alternating weekly basis, so that only half of the regular class size of students attended the hands-on labs at any given time to maintain proper social distancing. To evaluate the efficacy of the hCURE, student science self-efficacy and conceptual understanding of protein structure–function relationships were measured using pre-course and post-course surveys and tests, respectively. Our data showed a significant increase in student science self-efficacy and conceptual knowledge test scores. Furthermore, we compared the pre-lab quiz scores that assessed various biochemical concepts and skills across three different semesters, Fall 2019 with a fully in-person mCURE before the pandemic, Fall 2020 with the hCURE implemented during the pandemic, and Fall 2021 when the lab returned to the fully in-person mCURE following the pandemic. A significant decline in quiz scores from Fall 2019 to Fall 2020, and an even further decline from Fall 2019 to Fall 2021 were observed, suggesting that apart from the impact of course modality, the pandemic may have exerted a lasting adverse effect on student learning.

Analysis of Learning Media Development Needs Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI

The purpose of the study entitled Needs Analysis of Learning Media Development Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI is to conduct a needs analysis to find out how much students and teachers need to develop E-module learning media based on the Exe learning application on Straight Motion Changing Regular Class XI material. The method used is the qualitative descriptive method. Data collection techniques carried out in this study were carried out by observation and interview activities. The instruments used are the observation data collection technique using an observation sheet instrument and when the interview data collection technique uses an instrument, namely an interview sheet consisting of teacher interview sheets and student interview sheets. From the research conducted, it was found that the understanding of student concepts at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still needs to be improved, especially in the subject of physics of Straight Motion Changing Regular material. This is due to learning media that is still not interesting. Based on the results of the needs analysis conducted for the development of E-modules for Class XI Physics Regular Changing Straight Motion material, it can be concluded that teachers and students at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still need the development of E-modules to improve students' understanding of concepts.