This study was aimed at increasing scientific attitudes and reducing misconceptions of 39 pre-service elementary school teachers (PSESTs) at PGRI University of Yogyakarta by implementing the conceptual change model (CCM). Scientific attitudes scales (SAS) and misconception tests (MT) were administered to PSESTs. Observations and documentations were conducted to record the implementation of CCM as well as PSESTs’ attitudes and behaviour. Data analysis techniques were the descriptive statistic as a quantitative analysis and descriptive qualitative as a qualitative analysis. The average scores of scientific attitudes increased from 72.8 in the initial condition to 77.1 in Cycle I, whilst the average scores of scientific attitudes increased from 77.1 in Cycle I to 81.4 in Cycle II. The overall misconception incidences reduced from 49.8% to 5.6%. The research results clearly showed that CCM increased scientific attitudes and reduced misconceptions of PSESTs’. The two objectives, the increase of scientific attitudes and reduction of misconceptions, are attempts to enhance the quality of pre-service teachers’ upcoming teaching practise. Consequently, CCM is one of the choices that can be chosen by lecturers to fulfil both objectives.
This study is aimed to investigate the effect of guided discovery learning (GDL) on the fifth graders' scientific attitudes. A teaching intervention was planned based on GDL which was then practiced in the two science classes (each class with n = 17) at Public Primary School (PPS). The data were collected through questionnaires and were analyzed by comparing the scores of initial and final scientific attitudes of the control and experimental group using independent-samples T-test and the categorization table. The research results show that GDL positively affected the fifth graders' scientific attitudes. There is a significant difference in the students' final scientific attitudes scores [t(32)= -3.591;p < 0.05]. This finding implies that GDL is an alternative learning scheme that can be accommodated to foster students' scientific attitudes. Fostering scientific attitudes builds students' resilience to cope with today's and tomorrow's hoaxes and misconceptions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.