Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School

Suryanti, Suryanti; Widodo, Wahono; Budijastuti, Widowati

doi:10.29333/iji.2020.1336a

Cited by 17 publications

(13 citation statements)

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“…Yuliani and Saragih (2015) agreed with the above authors when they stated that GDL helps learners to understand Mathematics concepts better and improve their mathematical critical thinking. Suryanti et al (2020) also said that GDL improves both basic and integrated science processing skills in learners, especially high-order thinking skills. Furthermore, Suryanti et al (2020) shared that using GDL makes learning easy and entertaining for learners.…”

Section: Importance Of Using Gdl In Enhancing the Performance Of Math...mentioning

confidence: 99%

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Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

Mabhoza,

Olawale

2024

RESSAT

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South Africa has been battling with the poor performance of learners in Mathematics for a long time, with the Eastern Cape province being the worst-performing province. The Department of Education and other educational stakeholders have embarked on a journey of searching for solutions. Some of these include attitude toward Mathematics, a lack of foundation in Mathematics, and the use of teacher-centered methods to teach Mathematics, to mention a few. Hence, this present study investigated how the guided discovery learning strategy can be used to enhance the performance of Grade 10 learners in Amathole West district, Eastern Cape Province, South Africa. Underpinned by an interpretive paradigm and qualitative research approach, the study employed participatory action research. A convenient sampling technique was used to select 19 Grade 10 Mathematics learners and 2 Mathematics teachers at a rural school in Eastern Cape Province. Data were collected using interviews, observations, and document reviews. Data were analysed using thematic analysis. Research findings revealed that while some factors such as evaluation methods, time limitations, and insufficient motivation may impede the optimal implementation of Guided Discovery Learning, this instructional strategy is beneficial in the cultivation of critical thinking and problem-solving abilities, which in turn enhances mathematics learners’ academic performance. Based on the findings, it was recommended that mathematics teachers should promote the utilisation of technology and multimedia resources to support learners in their visualisation and exploration of mathematical concepts in the use of GDL to enhance mathematics learners’ performance.

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Section: Importance Of Using Gdl In Enhancing the Performance Of Math...mentioning

confidence: 99%

“…Suryanti et al (2020) also said that GDL improves both basic and integrated science processing skills in learners, especially high-order thinking skills. Furthermore, Suryanti et al (2020) shared that using GDL makes learning easy and entertaining for learners.…”

Section: Importance Of Using Gdl In Enhancing the Performance Of Math...mentioning

confidence: 99%

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

Mabhoza,

Olawale

2024

RESSAT

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“…On the other hand, science is not only about knowledge but also about a systematic understanding of the environment. SPSs are necessary for students to learn more about the world of science and technology (Suryanti et al, 2020;Turiman et al, 2012). When someone can understand a topic by developing possible explanatory ideas, making predictions, using them to test the predictions, or gathering evidence to ask and answer questions, and checking the results through interpretation; he or she practices SPSs.…”

Section: Problem Statementmentioning

confidence: 99%

Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers

Aslan

Kılıç

2022

msd

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Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers’ SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers’ SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers’ SPSs, and that all pre-service teachers prefer explicit teaching in the teaching or development of SPSs.

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“…Discovery learning model is felt appropriate as an alternative problem solving, because the discovery model has been proven to be able to improve problem-solving skills, decision-making skills and behave like scientists [36], [37]. Discovery models can improve student independence in learning and honing decision-making skills based on previous studies [38]. Discovery teaches students how to make observations and provides broad opportunities for students to develop the potential they have [39].…”

Section: Introductionmentioning

confidence: 99%

The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills

et al. 2023

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This study aims to test the discovery model integrated with the reading, questioning, and answering (RQA) model. This research is a quasi-study which involves the second semester XI grade students of state senior high school (SMA) Negeri in Situbondo as subjects. The number of students who studied was 160 people from four different classes in the 2018/2019 academic year. Sampling is done by class equality test. Each class is taught with a different model, for each class is grouped again based on the culture of residence of students, namely coastal students, urban and mountain students. Researchers used Ancova to test the research hypothesis followed by the least significant difference (LSD) test. The results showed that: i) RQA’s integrated discovery learning model is able to improve students’ problem-solving skills compared to the original model; ii) Culture has a significant role in shaping students’ problem-solving skills, with the use of the same model given to students who have a background a different background will get different results; and iii) Learning in school and in the environment is an interrelated factor in shaping students’ thinking patterns and problem-solving skills. Discovery learning model integrated learning RQA model is a combination of effective models to be applied to students who are trained with challenges where nature teaches them to think and act appropriately and quickly.

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Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School

Cited by 17 publications

References 0 publications

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-service Science Teachers

The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills

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