Scientific Thinking Skills Research Articles

Teaching and learning science during the early years

Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that early science education, as a field of study, will continue to attract researchers from early childhood and science education as well as educational and cognitive psychology.

The Effect of Using the Learning Cycle Strategy (5E's) on Achievement and Development of Critical Thinking Skills in Science among Eighth Grade Students in Jordan: أثر استخدام استراتيجية دورة التعلم (5E's) في التحصيل وتنمية مهارات التفكير الناقد في العلوم لدى طالبات الصف الثامن الأساسي في الأردن

The present study aimed to investigate the effect of using the learning cycle strategy (5E's) on achievement and development of critical thinking skills in science among eighth grade students in Jordan. The study sample consisted of (53) female students who were intentionally selected from two divisions of the eighth grade class at the Al-Jubaiha Secondary School for Girls. 27) A female student, and an educational material was built in the living organisms unit and their environments from the science book for the eighth grade basic in the first semester, and an achievement test was built and a test for critical thinking was used. (5E's) in raising the level of achievement and developing critical thinking skills in science among female students.

UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR ILMIAH PESERTA DIDIK MELALUI PEMBELAJARAN SAINTIFIK DI SMA NEGERI 25 PULAU MAKIAN KECAMATAN MAKIAN BARAT

This study aims to (1) determine the implementation of scientific learning at SMA Negeri 25 Pulau Makian, Kec. Makian Barat, and (2) Improving students' scientific thinking skills through scientific learning. This study is a classroom action research (Class Room Action Research). The design of study used Kemmis and McTaggart model which included four steps (steps): (1) planning; (2) actions; (3) observation; and (4) reflection. Data collection techniques were carried out by (1) Test, test used to determine students' scientific thinking skills, (2) observation is conducted to observe the learning process using a scientific approach model. The observation focus on the implementation of learning by teachers starting from initial activities, core activities, and final activities, as well as student activities in learning, and (3) documentation used to take pictures/photos of the implementation of learning by teachers and student activities in learning. Students' scientific thinking ability was analyzed qualitatively with a scale of five categories, the implementation of learning by teachers was analyzed qualitatively with a scale of five categories, and students' learning activities were analyzed qualitatively with a scale of four categories. The results showed that (1) the average percentage of students' scientific thinking skills in cycle one obtained a value of 24% with very poor criteria and increased in cycle two by 75% with good criteria, and (2) the average percentage of learning implementation by the teacher in the first cycle obtained a score of 87% with very good criteria and increased again in the second cycle by 100% with the same criteria. Meanwhile, for student activity, the average percentage of cycle one is 71% with high criteria and has increased in cycle two by 82% with very high criteria.

PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR ILMIAH DAN KETERAMPILAN MENULIS TEKS EKSPLANASI SISWA

This study aims to (1) describe the application of problem based learning, improve students 'scientific thinking skills (2) improve students' explanatory text writing skills (3) the effectiveness of applying problem based leaning to improve learning outcomes. This study uses the Classroom Action research method and the quasi-experimental method, the data collection method in this study uses the observation sheet to measure the ability of teachers to apply problem-based leaming models, measure scientific thinking skills and increase students' writing skills, the data are processed qualitatively and quantitatively by the average test evenly to see the effectiveness of the dependent sample t-test and that the application of the problem based learning model increases the ability of scientific thinking to improve student writing skills and effectively improve learning outcomes in Indonesian subjects. Keywords Problem Based Leaning. Imial Thinking, Exploratory Text Explanations

The effectiveness of an educational program based on constructive learning (CLM) on developing scientific concepts and the skills of scientific thinking in science textbook among students of eighth grade in directorate of education in Al-Mazar Al-Janoubi: فاعلية برنامج تعليمي وفق نموذج تعلم بنائي (CLM) في اكتساب وتنمية بعض المفاهيم العلمية ومهارات التفكير العلمي في مبحث العلوم العامة لدى طالبات الصف

This study aimed at investigating the effectiveness of an educational program based on constructive learning model (CLM) in acquiring and developing scientific concepts the skills of scientific thinking among the female students of the eighth grade in the directorate of education in Al-Mazar Al-Janoubi for the academic year (2020-2021). The study used the quasi approach, where a random sample was selected from the study population that consisted of all the female students of the eighth grade, with a total of (910) female students, while the purposive sample consisted of (57) female students and was randomly distributed to two groups: the experimental group and control group. The study instrument included the test of acquiring scientific concepts, with (32) multiple-choice items and the test of scientific thinking skills, with (30) multiple-choice items distributed to five skills (determining the problem, collecting data, determining hypotheses, testing hypotheses, concluding results); their validity and reliability were verified. The researcher developed the educational program, represented by a number of educational activities in the two units of (living beings and their environment, and motion) from the science textbook of the eighth grade, based on the constructive learning model (CLM). The program consisted of (32) periods and was applied to the experimental group during the academic year (2020-2021). The study results showed that the program, which is based on the constructive learning model (CLM) was effective in promoting the students' acquisition of the scientific concepts and developing their scientific thinking skills, where the mean scores for the experimental group were higher than the control group. The study recommended conducting further experimental studies for similar educational programs that include samples from other educational stages and other textbooks.

Using Math in Physics: 1. Dimensional Analysis

Making meaning with math in physics requires blending physical conceptual knowledge with mathematical symbology. Students in introductory physics classes often struggle with this, but it is an essential component of learning how to think with math. Teaching the dimensionality of measured quantities and dimensional analysis (DA) is a valuable first step in helping them learn to appreciate this difference. In this paper I discuss some of the issues associated with learning dimensional analysis and show some ways we can modify our instruction to help. This paper is one of a series on how to help students develop the scientific thinking skills required for learning to use math in science.

PENERAPAN PEMBELAJARAN STEM UNTUK ANAK USIA DINI

The issue of the existence of the technological revolution 4.0 a mid Indonesian society, especially Aceh, encouraged educators to continue to transform the education system. It is, of course, related to the challenges of teachers' readiness, including early childhood teachers, in shaping a smart and intelligent generation of Aceh in the global industrial era 2045. In the future, each generation of Aceh will become a public need and is expected to be able to compete from all sides of life both locally and internationally. With the rapid development of appropriate technology in education, the skills of early childhood teachers are needed in modifying learning. Thus, it can sharpen the mind of students in the fields of science, technology, language, and art. Based on today's data, education in Aceh is left behind than that of other regions in Indonesia. This is far from reality and expectation of the motto "Aceh Carong". This phenomenon continues to motivate educators to renovate and find solutions until the education system can educate its generation according to technological needs. The application of the STEM approach is seen as an innovation in modern education to improve scientific and creative thinking skills. This literature study can answer the objectives, potential, and challenges of STEM application in early childhood education. The study findings are also expected to increase teacher understanding of the importance of applying this approach in early childhood learning and to support the practice of teacher professional development in the future.Keywords: STEM, Challenges, Objective, Potential

Using 4MAT Model to Develop Frist Primary Pupils` Creative Thinking Skills in science

Abstract T he present study aimed at tackle this problem by investigating the effectiveness of using 4MAT model for developing the preparatory stage pupils' creative thinking skills in science.Atest of creative thinking skills in science) was developed. The participants consisted of 89 first-grade preparatory stage pupils who were divided into 49 for the experimental group and 40 for the control group.Two instructional units entitled Material and its structure as well as energy included in the first-grade preparatory stage pupils' science book were modified and taught to the experimental group pupils according to 4MAT model. The control group received regular instruction. The findings showed that: There are. statistically significant differences at 0.01 between the experimental group pupils mean scores and those of the control group in the post-administration of the creative thinking test as a whole and at each one of its skills, in favour of the experimental group.

Investigating Perceptions and Skills of Gifted Students in STEM Education

Science, Technology, Engineering and Mathematics (STEM) provides a noteworthy conceptual lens for many countries when it comes to labor recruitment. For many countries, providing opportunities for gifted students at school and quality STEM education should be included. A limited number of qualitative study has focused in-depth on the skills and perceptions of gifted students in STEM education. Therefore, this article aims to explore gifted students' perceptions and skills by applying STEM education. The study was conducted with 17 middle school gifted students. It includes data collection, a series of interviews, student diaries focusing on the STEM experiences of gifted children, and a self-assessment form that allows students to evaluate themselves in activities. As a result, it was concluded that STEM education practices are important in discovering the perceptions and skills of gifted students, and that students improve their scientific inquiry, argumentation, technological inquiry, and creative thinking skills, and enable career choice to them. In addition, it seems that STEM activities need more work with gifted students.

Using Math in Physics: Overview

The key difference between math as math and math in science is that in science we blend our physical knowledge with our knowledge of math. This blending changes the way we put meaning to math and even the way we interpret mathematical equations. Learning to think about physics with math instead of just calculating involves a number of general scientific thinking skills that are often taken for granted (and rarely taught) in physics classes. In this paper, I give an overview of my analysis of these additional skills. I propose specific tools for helping students develop these skills in subsequent papers.

Teaching in the Time of COVID-19: Creation of a Digital Internship to Develop Scientific Thinking Skills and Create Science Literacy Exercises for Use in Remote Classrooms.

The extreme academic and social disruption caused by COVID-19 in the spring and summer of 2020 led to the loss of many student internships. We report here our creation of a novel internship for students majoring in the biological sciences. Student interns worked together to systematically categorize multiple episodes of This Week in Microbiology (TWiM). They annotated episodes by labeling relevant ASM fundamental curricular guidelines and the microbiology techniques described in several podcast episodes. Interns worked together, which advanced their written and oral communication skills while improving their scientific thinking skills. Faculty then enhanced each annotation by adding short figure-reading exercises that can be used in a variety of educational settings to teach science literacy. When surveyed, students reported greater confidence in analyzing and interpreting results from a variety of microbiological methods, improved communication of fundamental microbiology concepts in written and oral form, and enhanced ability to collaborate with others. Combined, this digital internship provided a unique opportunity for students to develop critical technical and scientific thinking skills and generated useful open education resources for teaching general microbiology in the form of annotated podcasts.

Preliminary Design of Kit Kinematics Learning Tools assisted by Phyphox Mobile Apps

Integration of learning tools with information technology can enrich the learning experience, including in learning physics. This research is the development of kinematics learning tools assisted by Phypox to support the improvement of scientific thinking skills. The scope of kinematics material is horizontal straight motion, vertical straight motion, and circular motion. In this study, the initial design process and design evaluation were carried out. Evaluation of the initial design was carried out by five experts and data were collected using a questionnaire. Data analysis used Content Validity Ratio (CVR) and Content Validity Index (CVI). The analyzed aspects include six indicators, namely: the functional relationship between components, component completeness, work order, practicality, efficiency, and effectiveness. The results of this study indicate that the initial design of the kinematics learning device is in a good category (CVR = 5.60; CVI = 0.93). Thus, this learning tool can be further tested on relevant students. The impact of the use of this tool will not only increase science skills, with certain learning strategies it can also grow the skills of working together and critical thinking.

Scientific thinking skills in solving global warming problems

Scientific thinking skills are higher-order thinking skills that must be had by students in facing the era of global competition to overcome various problems. This study aims to examine students’ scientific thinking skills covering aspects of logical thinking, analysis, systematic, inductive and deductive in solving problems that include defining, identifying, formulating alternative solutions and determining the best solutions in solving global warming problems. This research uses a quantitative approach as outlined in the form of a description. The subjects of the study were high school students, Bandung City, with a total of 196 people spread across nine schools. Data obtained through questionnaires, observation, literature study, and study of documentation. Data analysis techniques using data reduction, data display, and percentage. The results showed that the students’ scientific thinking skills in the analysis and logical aspects were good criteria. Whereas systematic, inductive, and deductive were sufficient criteria. The development of the issue of global warming has not been implemented well. The researchers recommend that schools and teachers integrate the problem of global warming with learning, train students in studying various global warming phenomena through higher order thinking problems and problem-solving to have scientific thinking skills.

Development Of Social Science Teaching Materials By Using A Scientific Approach Based On The Surrounding Environment In Grade IV Students Of SD 1 Jati Kulon

Learning will be more meaningful if the learning process can integrate technology, nature, and culture, so that educational goals can be achieved. Behavioral changes that occur in a person are the result of the learning process. The development model used in research is a type of research R & D (Research and Development). The result of this research is that the resulting product in the form of social studies teaching materials based on a scientific approach based on the environment is the result of the development of existing teaching materials. The conclusions of this study indicate that social studies teaching materials based on a scientific approach based on the environment are proven to be effective in improving scientific thinking skills in the fourth grade students on the first semester of social studies learning in SD Negeri 1 Jati Kulon.

Developing textbook based on scientific approach, critical thinking, and science process skills

Several researchers have done the development of textbooks as a source of learning. However, most only partially develop students’ academic abilities. This study aims to develop biology textbooks based on a scientific approach to improve students’ critical thinking and process skills. This mix-method research consists of research development and quasi-experiment. Model development refers to modifying the Borg & Gall development model, which consists of preliminary studies, model development, and model testing, whereas the quasi-experiment uses the pretest and posttest groups design. This study’s population were all students of Kepanjen Islamic High School, while the sample involved was 24 students of class X MIA. The data collection method used expert questionnaire validation, pretest, and posttest. Data analysis used the dependent t-test with a significance level of α = 0.05. The model test results show that there were significant differences in the average between pretest and posttest scores. Besides, the validation test results indicate that teaching materials were declared appropriate and effective in learning.

The Effect of Multiple Representation-Based Guided Inquiry on Learning Outcomes Reviewed from Scientific Thinking Skills

This research's background is the importance of understanding the concept of chemical equilibrium material to understand the complex chemical interactions. This material is seen as one of the most difficult subjects in learning chemistry at the school and university level, so it requires a good understanding of studying it. A good and appropriate understanding of learning chemistry requires scientific thinking skills. This study aimed to analyze the effect of guided inquiry learning models based on multiple representations on student learning outcomes in chemical equilibrium material. The design of this study used a Pre-Experimental Design with a One-Shot Case Study model. The subjects in this study were 25 students of the Chemistry Education program at Billfath University who took the Basic Chemistry course. The data was collected using the Classroom Test of Scientific Reasoning (CTSR) instrument and test questions on the learning outcomes of chemical equilibrium material. The data analysis technique in this study used a non-parametric statistical test with a t-test. The results showed (1) the learning outcomes of students with high scientific thinking skills were higher than students with low scientific thinking skills, (2) there was a significant effect of the guided inquiry learning model based on multiple representations on student learning outcomes.

Backyard evolutionary biology: Investigating local flowers brings learning to life.

Inquiry‐based learning allows students to actively engage in and appreciate the process of science. As college courses transition to online instruction in response to COVID‐19, incorporating inquiry‐based learning is all the more essential for student engagement. However, with the cancelation of in‐person laboratory courses, implementing inquiry can prove challenging for instructors. Here, I describe a case that exemplifies a strategy for inquiry‐based learning and can be adapted for use in various course modalities, from traditional face‐to‐face laboratory courses to asynchronous and synchronous online courses. I detail an assignment where students explore the developmental basis of morphological evolution. Flowers offer an excellent example to address this concept and are easy for students to access and describe. Students research local flowering plants, collect and dissect flower specimens to determine their whorl patterns, and generate hypotheses to explain the developmental genetic basis of the patterns identified. This task allows students to apply their scientific thinking skills, conduct guided exploration in nature, and connect their understanding of the developmental basis of evolutionary change to everyday life. Incorporating inquiry using readily available, tangible, tractable real‐world examples represents a pragmatic and effective model that can be applied in a variety of disciplines during and beyond COVID‐19.

Scientific Thinking Skills in Science Among Third Intermediate Grade Female Students in Riyadh in Saudi Arabia

This research aimed to detect the level of scientific thinking skills in science among female students of third-intermediate grade in the schools of Annahdah Office, Eastern Riyadh city. The researcher used the descriptive survey methodology which included two main tools: Scientific Thinking Skills Scale which was applied on a sample of (673) female students and divided into three themes: the skill of doubt in information before acceptance, the skill of logical reasoning of information, the skill of reliance on empirical evidence to judge information. And a questionnaire that included science female teachers` perspectives regarding the level of female students practice of scientific thinking skills, and was applied on a sample of (80) science female teachers. Results showed that the level of practicing scientific thinking skills in science among female students of third-intermediate grade was low based on the scale results. Where the level of practicing skills of doubt of information before acceptance was (71%), The level of practicing skills of logical reasoning of information was (29%). The level of practicing skills of reliance on empirical evidence to judge information was (32%). Results of the questionnaire showed that the level of practicing scientific thinking skills among 9th female students was also high from the science teachers` perspectives. Where the level of the teachers` perspectives of the student skills of doubt of information before acceptance was (63%), the skills of logical reasoning of information was (85%) and the skills of reliance on empirical evidence to judge information was (66%). The research concluded a number of recommendations, the most important are: constructing enrichment materials and programs that aim to the development of scientific thinking skills among female students.

درجة ممارسة معلمي اللغة العربية لمهارات التفكير الإبداعي وعلاقتها بمهارات التفكير العلمي لدى طلبتهم في الصف الثاني عشر في محافظة شمال الباطنة التعليمية بسلطنة عمان

The aim of this research was to determine the degree to which Arabic language teachers practice creative thinking skills in teaching 12th grade students in North Al Batinah Educational Governorate in the Sultanate of Oman, the level of scientific thinking among 12th grade students in North Al Batinah Educational Governorate, and the relationship between creative thinking among Arabic language teachers in teaching 12th grade students in North Al Batinah Educational Governorate and the scientific thinking of their students. The study adopted the descriptive correlational approach. The population of the study consisted of 6,550 grade 12th students, and the sample consisted of 655 male and female students. The sample was chosen by the cluster method and then simple random assignment. To achieve the study objectives, a questionnaire for creative thinking skills and scientific thinking skills test were applied. Among the results of the research were that the degree of practicing creative thinking skills among Arabic language teachers in North Al Batinah Governorate in teaching students was medium (M= 3.32), and the degree of practicing scientific thinking skills among 12th students in the Arabic language subject in North Al Batinah Educational Governorate was medium (M=1.51). The results of the third question showed a significant weak positive correlation between creative thinking skills and scientific thinking skills of students. Among the most prominent recommendations were intensifying training programs, taking care of their quality, following up on their training impact in order to enhance the practices of creative thinking skills and scientific thinking skills in Arabic language teaching methods, and enhancing creative thinking skills and scientific thinking skills when developing the Arabic language curriculum for the twelfth grade in the future.

Converting a Face-to-Face Lab to Online: An Example of Process and Outcomes for a CRISPR-Based Molecular Biology Lab

The COVID-19 pandemic created a need to convert in-person laboratory courses into an online format in a short amount of time. For this reason, we converted our face-to-face molecular biology lab course to an online version in Spring 2020. The lab course focuses on using CRISPR-Cas9 editing to introduce mutations into the <em>ADE2</em> gene in <em>Saccharomyces cerevisiae</em>. When planning the conversion to online, we identified a number of challenges to addressing the course goals, such as including technology, accessing real data for analysis, and engaging students in collaboration. After brainstorming ways to address these and other challenges, we developed an online lab course for which the &ldquo;in lab&rdquo; portion was largely focused on working collaboratively on data analysis, troubleshooting, and drawing conclusions, as well as experimental design and examining primary literature. Surveys suggest students perceived significant gains in key scientific thinking and process skills including forming scientific arguments, data analysis, and working collaboratively. Students also reported multiple different ways in which the online courses made them feel like scientists. Here we describe key parts of the course structure and our experience in teaching the course to over 200 students.&nbsp; We also describe the process of converting from face-to-face to online, as the process could be applied to any existing hands-on lab. The process enabled us to quickly adapt important information, course goals, and experimental contexts from existing labs, reducing the workload involved in creating a new lab while still providing the experience of focusing on scientific thinking skills to students.&nbsp; <em>Primary image:</em> A CRISPR-focused lab course moved online, where students analyze data, write about results, and discuss experiments in a virtual environment. Part of this image was created using non copyrighted images from Open Clipart (openclipart.org), Creative Commons Zero 1.0 labelled for unrestricted reuse.