Effects of Outdoor School Ground Lessons on Students’ Science Process Skills and Scientific Curiosity

Ting, Kan Lin; Siew, Nyet Moi

doi:10.5539/jel.v3n4p96

Cited by 30 publications

(29 citation statements)

References 24 publications

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“…The increasing scores trend reflected the process skill development of students taught using multiple intelligence-based learning. Active learning activities, conducted outside the classroom by implementing discovery strategy, led to good development of process skills aspects (Ting & Siew, 2014;Sen & Vekli, 2016).…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

Winarti

Yuanita

Nur

2019

J. Technol. Sci. Educ.

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The study was aimed to investigate the effectiveness of teaching strategy based on Multiple Intelligences (MI) theory to improve multiple intelligences and science process skills of junior high school students in Indonesia. The study used quasi experimental design and the effectiveness of the teaching strategy was evaluated by pretest-posttest-control-group design. The samples consisted of two schools selected by Stratified Random Sampling. The experimental group (n=63) was taught using the MI strategy while the control group (n=61) was taught using the traditional strategy. This study was conducted in 12 weeks. Data were obtained from multiple intelligences test, science process skills test, and observation sheets. The hypotheses of student multiple intelligences and science process skills were tested using Wilcoxon’s Signed Rank Test and ANOVA test. The results indicated that students who were instructed by using MI strategy improved on four specific types of multiple intelligences namely visual spatial, intrapersonal, kinesthetic, and musical intelligences. However, the interpersonal logic remains unchanged, while the mathematical logic decreases after treatment. Also, these showed an improvement of the science process skills, specifically in the questioning ability.

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Section: Discussionmentioning

confidence: 99%

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

Winarti

Yuanita

Nur

2019

J. Technol. Sci. Educ.

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“…Students can use the environment as a learning resource. Lin Ting (2014) revealed that the ability to observe can be increased by expanding the process of instructional learning outside the classroom; hence it can provide opportunities to see, touch, feel, smell and hear that requires the use of all senses. This opinion was supported by the results of a study from Sugiyono (2017) which stated that science learning with the outdoor learning method proved effective in improving the quality of learning.…”

Section: A Formation Of Color In Soap Bubbles B the Riverbed Whose mentioning

confidence: 99%

Analysis of Science Process Skills on Science Learning in Primary School

Widyaningsih¹,

Gunarhadi²,

Muzzazinah³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Science process skills are very important to be developed in science learning because helps students develop their thoughts to make discoveries, therefore they can be assisted using scientific concepts. Science process skills become the provisions of students to develop and obtain new knowledge or knowledge they already have. Science process skills are divided into two namely basic process skills and integrated process skills. This study aims to describe the science process skills of fourth-grade primary school students which amounts to 29. This study only examines students' basic process skills which include observing, making hypotheses, planning experiments, conducting experiments and interpreting data.This type of research was qualitative research using data collection techniques, namely observations, interviews, and tests. Observations and interviews were conducted with teachers and fourth-grade students. The form of the test given is a multiple choice test to measure students' science process skills. Data analysis was performed using the analysis interactive model. The results of the study show that students achieve aspects observing 43%, aspects of making hypotheses by 62%, experimenting aspects by 34.5%, aspects of conducting experiments by 48%, and aspects of interpreting data by 19% are complete. Based on the results of the research shown in this process, fourth grade students are still relatively low.

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“…Follow-up comparisons on the dimensions of science process skills and scientific curiosity were analysed and discussed. The findings of this study will provide a framework for science ISSN 1948-5476 2017 teachers to teach students through interesting and meaningful outdoor activities' (Ting & Siew, 2014). Then, this is so because the teaching and learning that is only based on theory and textbooks will cause difficulties for students to practice their knowledge in the field.…”

Section: Student Teaching and Learning Processmentioning

confidence: 86%

The Learning Model Used in the Teaching and Learning Process of Environmental Damage in Bandung Basin

Sugandi

Trianawati²,

Somantri³

2017

IJE

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The impacts of environmental damage, such as floods, should be introduced to students in the school teaching and learning. The study aims to: Find out the factors causing floods in Bandung and analyse the teaching and learning models in understanding the impact of environmental damage. To raise awareness and understanding of the learning process is done by bringing students to the flood scene location with Pre-Experimental Designs learning model. The media used to use video, images and textbook about the flood. This stage is carried out pre-test to the student. This phase is compared with the flood of students to the scene and given an explanation and asked to interview the student communities affected by flooding. After the interviews were conducted Post-test group. It employed the Pre-experimental design model with a sample of 88 students who were divided into 11 groups. The techniques of analysis conducted by providing pre-test and post-test on Students to determine comprehension and students conduct interviews with affected communities.With this model is expected that students can know, understand, and become skilled in revealing evidences from the field regarding how floods occur, the causing factors and its impacts. In the pre-test conducted on students showed mixed results with an average value of 4.94, while the Post-test with an average value of 7:37. The result of the application of the Pre-Experiment design illustrates that students are given learning material and taken to the scene of flooding showed an increase understanding, awareness. This is due to the emotions students affected because of the stories and interviews with people affected by floods. Applied learning models to increase understanding and awareness of environmental destruction can also develop a concern for environmental sustainability. In addition, the study would like to find the stages in the teaching and learning process and how students are engaged emotionally in the process of gaining the knowledge, understanding, and skills. A learning model that engages students emotionally is believed to be able to develop their logic.

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Effects of Outdoor School Ground Lessons on Students’ Science Process Skills and Scientific Curiosity

Cited by 30 publications

References 24 publications

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

The effectiveness of multiple intelligences based teaching strategy in enhancing the multiple intelligences and science process skills of junior High School students

Analysis of Science Process Skills on Science Learning in Primary School

The Learning Model Used in the Teaching and Learning Process of Environmental Damage in Bandung Basin

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