Abstract:The teaching and learning process no longer has its focus on the classroom. There are various teaching methods which teachers can use these days. However, the traditional, passive and teacher-oriented methods of teaching Science are still being widely used and this has led to the deterioration of students’ interest in Science. Thus, this study was conducted to examine the effectiveness of Inquiry Based Science Education (IBSE) learning through apps in improving the level of students' mastery and achievement in… Show more
“…AMSS assumes that each student has own characteristics, which must be observed within the learning environment as what seems appropriate for one student may not be appropriate for another [34]. Therefore, it exploits the student's characteristics in order to enhance their learning outcomes [35,36]. The importance of AMSS stems from its ability to provide each individual with unique learning experiences based on his/her personality, interests and performance in order to improve their learning and enhance their satisfaction with the learning process [37,38].…”
Section: Adaptive Mobile Scaffold System (Amss)mentioning
The present study is aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing students' digital well-being (DWB) in the Faculty of education, University of XXXX. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results were statistically analyzed using T-test to compare between the groups and to determine the significance of differences. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model.
“…AMSS assumes that each student has own characteristics, which must be observed within the learning environment as what seems appropriate for one student may not be appropriate for another [34]. Therefore, it exploits the student's characteristics in order to enhance their learning outcomes [35,36]. The importance of AMSS stems from its ability to provide each individual with unique learning experiences based on his/her personality, interests and performance in order to improve their learning and enhance their satisfaction with the learning process [37,38].…”
Section: Adaptive Mobile Scaffold System (Amss)mentioning
The present study is aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing students' digital well-being (DWB) in the Faculty of education, University of XXXX. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results were statistically analyzed using T-test to compare between the groups and to determine the significance of differences. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model.
“…Science Process Skills (SPS) are very useful in designing and constructing scientific facts in natural sciences at the school level and scientific activities which involve a variety of methods, including such activities as observing phenomena, questioning, scrutinizing, examining books, and also other sources of information to find out about the phenomenon (Baharom, 2020). Science-A Process Approach SAPA classifies science process skills into two groups; first, Basic Science Process Skills consists of observing, inferring, measuring, communicating, classifying, and predicting.…”
Section: Figure 1 Basic and Integrated Science Process Skillsmentioning
The study aimed to find out the science process skills and its implementation in the process of science learning evaluation in the schools. The studied aspects in the study consisted of the nature of science process skills, types of science process skills, assessment techniques for science process skills, and the assessment implementation of science process skills in learning in the schools. The research used a literature study containing relevant theories and further elaborated and its implementation in science learning in the schools. The study emphasized that science process skills were closely related to science learning and prioritize the overall assessment following the nature of science, such as product, process, and attitude dimensions. Those were covered in basic and integrated process skills. The most possible evaluation technique in measuring the science process skills was by observation or performance and written questions following the indicators of science process skills.
“…From these five problems, the researchers focus on home-based learning does not provide reminders to students about their lessons, activities, and assignments, unlike in the regular school setup (Baharon et Al., 2020). Resulting in the students developing lazy behavior and becoming forgetful eventually, especially towards the science subject.…”
The education system has recently been shattered by an unprecedented health crisis, which has affected its very foundation and caused it to collapse. Likewise, education is the only industry that has completely transitioned to an online modality in most countries, and it is the only one that has done so thoroughly. The current condition necessitates further investigation into students' online learning experiences, which may be the most beneficial alternative for continuing education experiences throughout the COVID-19 pandemic. This study sought to determine the effectiveness of two online integrative teaching strategies (focusing inquiry teaching strategy and the thematic teaching strategy) on students' integrated science process skills (interpreting data, defining, hypothesizing and experimenting skills). An experimental research design included two integrative sections, containing thirty (30) students each, taking up Earth and Life Science subjects from Santisimo Rosario Integrated High School. The first section was exposed to the thematic teaching strategy while the second to the focusing inquiry teaching strategy. The integrated science process skills of the learners were measured through a validated researcher-made assessment tool. The findings revealed that there had been an improvement in the integrated science process skills of the students after being exposed to OITS. Likewise, significant differences exist in the respondents' pretest and post-test scores exposed to OITS (focusing inquiry teaching strategy and thematic teaching strategy). Furthermore, ISPS among the two groups show no significant differences in the post-test scores. The findings of this study may aid in the development of a modified programs that is more appropriate for students who are adjusting to the new normal.
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