Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Sciences

Wilke, R. Russell; Straits, William

doi:10.1662/0002-7685(2005)067[0534:paftis]2.0.co;2

Cited by 32 publications

(20 citation statements)

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“…The result of the study is supported by Metz (2004) who found that children could design and carry out their own investigations-posing questions, determining appropriate methods of inquiry, carrying out the study, and reporting and critiquing their own results with strong instructional guidance. In literature, many studies targeted developing SPSs have yielded positive impacts of the science process skills (e.g., Coil, Wenderoth, Cunningham, & Dirks 2010;Dirks & Cunningham 2006;Klahr & Chen, 2003;Spektor-Levy, Eylon, & Scherz, 2008;Wilke & Straits 2005;). Accordingly the results of their studies, the participants who were exposed to planned intervention could have significant benefits in the mastery of SPSs than the students who did not enrol in planned instruction, and the spontaneous attainment of any targeted process skill(s) may occur only to a limited extent.…”

Section: Discussionmentioning

confidence: 99%

The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement

Durmaz¹,

Mutlu²

2014

Cukurova University Faculty of Education Journal

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Section: Discussionmentioning

confidence: 99%

The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement

Durmaz¹,

Mutlu²

2014

Cukurova University Faculty of Education Journal

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“…Öğretmenin basit malzemeler kullanarak deney tasarlaması ve sınıf içinde uygulaması öğrencileri sınıf içinde motive ettiği gibi sınıf dışında da onların kendi deneylerini tasarlamalarına ışık tutacaktır (Uysal & Eryılmaz, 2002). Ayrıca bu durum öğrencilerin bilimsel süreç becerilerini geliştirir (Mabie & Baker, 1996;Wilke & Straits, 2005).…”

Section: Tasarımunclassified

“…Bir başka ifadeyle, fen öğrenimi bilimsel metotları kullanarak bilgiye ulaşabilme ve üretebilme ve ayrıca bilimsel süreç becerilerini kullanabilmektir. Bilimsel süreç becerilerine sahip olan bir birey değişkenleri belirler ve değiştirir, gözlem yapar, hipotez kurar ve deney yapar, sınıflar, ölçer, verileri kaydedebilir, verileri kullanır ve yorumlar (Mabie & Baker, 1996;Tan & Temiz, 2003;Wilke & Straits, 2005). Derslerde deney ve gözleme ağırlık verilmesi bilimsel süreç becerilerinin gelişmesini sağlar.…”

Section: Introductionunclassified

Views of Science Teachers on Design, and Application of Laboratory Experiments and the Learning Process

Aydın¹,

Bektaş²,

Armağan³

2016

Journal of Theoretical Educational Science

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ABSTRACT:It was aimed to determine science teachers' views on the design and application of experiments and the learning process. This qualitative study has a phenomenological design. Data were collected from three science teachers in the fall of 2014-2015 academic year. Semi-structured interviews were used to collect the data. Descriptive analysis was conducted, and codes and themes were generated based on the findings Based on the results, science teachers stated that academic achievement of students increased when experiments were applied in the science lessons. They also said that students were eager to conduct experiments when they had sufficient material and time. Moreover, teachers stated that meaningful learning occurred when experiments were applied in the science classes. Students should be made active in the science lessons using daily materials.

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“…Turgut dan Gurbuz [7] menyatakan, bahwa model 5E berpengaruh pada sikap positif siswa terhadap sains. Penelitian dari Wilke dan Straits [8], juga mendukung penggunaan model pembelajaran 5E di dalam pembelajaran karena model tersebut sangat efektif.…”

Section: Pendahuluanunclassified

Efektivitas Multimedia Interaktif Berbasis Flash Dan Model 5e Untuk Meningkatkan Sikap Terhadap Sains Siswa SMP Negeri 6 Mataram

Usmiatiningsih¹,

Harjono²,

Jufri³

2013

J. Pijar MIPA

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Abstrak : Penelitian ini bertujuan untuk mengetahui efektivitas dan pengaruh multimedia interaktif berbasis flash (MIBF) dan model 5E terhadap keterampilan berpikir kritis siswa. Desain penelitian eksperimen adalah pretestpostest non-equivalent control group dan setting pelaksanaan penelitian dengan rancangan faktorial 2 x 2. Populasi penelitian adalah kelas VIII SMPN6 Mataram, sebanyak 196 siswa yang tersebar di 7 kelas. Sampel dipilih dengan simple random sampling dan diperoleh 97 siswa yang tersebar di 4 kelas yakni kelas VIIIB menerapkan model pembelajaran 5E tanpa menggunakan MIBF, kelas VIIIC menerapkan model pembelajaran 5E dan menggunakan MIBF, Kelas VIIID menerapkan model pembelajaran 2EK tanpa MIBF, dan kelas VIIIE menerapkan model 2EK dan menggunakan MIBF. Hasil penelitian menunjukkan pengaruh penggunaan MIBF (F = 100,96, p = 0,00) dan model 5E (F = 65,46, p = 0,00) pada sikap terhadap sains. Terdapat pengaruh interaksi antara MIBF dan model 5E (F = 38,64, p = 0,00) terhadap keterampilan perpikir kritis dan terdapat pengaruh interaksi antara MIBF dan model 5E(F = 13,05, p = 0,00) pada sikap terhadap sains siswa. Maka dapat disimpulkan bahwa MIBF dan model 5E efektif meningkatkan sikap tergadap sains.Kata kunci: MIBF, model 5E, sikap terhadap sains. Abstract :The aim of this study was to know effectiveness and effect of flash based interactive multimedia (FBIM) and 5E model toward students attitudes toward science. Experimental research desain was pretest-postest nonequivalent control group and faktorial 2 x 2. The population consist of 196 students spread in 7 classes. These classes are grade VIII in SMPN6 Mataram. Sample was choosen by using simple random sampling, Sample of this reseacrh consist of 97 students spread in 4 classes are grade VIIIB applied 5E model without FBIM grade VIIIC applied 5E model and FBIM, grade VIIID applied 2EK model without FBIM, and grade VIIIE applied 2EK model and FBIM Result of experiment reseach shows that there are significant effect of FBIM (F = 100.96, p = 0.00) and 5E model (F = 65.46, p = 0.00) on attitudes toward science. There are significant effect of interaction between FBIM and 5E model (F = 13.05, p = 0.00) on attitudes toward science. It can be concluded that FBIM and 5E model are effective to enhance students attitudes toward science.Keywords : Flash based interactive multimedia, 5E model, attitudes toward science. PENDAHULUANKedudukan media dalam pembelajaran abad 21 sekarang ini sangat penting. Dua peranan penting media yaitu sebagai alat bantu (efektivitas) dan sumber belajar yang dirancang secara sistematis agar dapat menyalurkan informasi secara terarah untuk mencapai tujuan pembelajaran yang telah ditentukan [1]. Pesan komunikasi interaktif di dalam media interaktif disampaikan dalam bentuk animasi. Program animasi populer untuk keperluan presentasi yaitu macromedia flash. Keberadaan animasi dalam multimedia interaktif memperjelas proses terjadinya suatu peristiwa secara bertahap dan kompleks [2].Salah satu tujuan animasi dalam penggunaan multimedia...

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Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Sciences

Cited by 32 publications

References 1 publication

The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement

The Effects of an Instructional Intervention on 7th Grade Students’ Science Process Skills and Science Achievement

Views of Science Teachers on Design, and Application of Laboratory Experiments and the Learning Process

Efektivitas Multimedia Interaktif Berbasis Flash Dan Model 5e Untuk Meningkatkan Sikap Terhadap Sains Siswa SMP Negeri 6 Mataram

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