Primary School Students’ Submicroscopic Representation Level on Greenhouse Effect at Urban Educational Area

Sukardi, Rendi Restiana; Widarti, Hayuni Retno; Nurlela, Lia

doi:10.5220/0007300701780183

Cited by 3 publications

(3 citation statements)

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“…Some answers on the 2nd tier have similar diction or editorial sentences, but 3rd tier answers distinguished their understanding about such concepts. Such a finding aligns with the work of Chittleborough & Treagust (2007); Nurmalasari (2016); Sukardi, Widarti, & Nurlela (2017) who express that figures are a differentiator of understanding. The use of figures in the test is also able to show a deeper understanding about participant representations.…”

Section: Conception On Sea Current and Sea Pollutant Migrationsupporting

confidence: 79%

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

Sopandi¹,

Sukardi²

2020

Review of International Geographical Education Online

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The territory of Indonesia is dominated by vast oceans. Therefore, Indonesian citizens should be equipped with a deep understanding about sea currents and sea pollution. This study aims to identify the conceptions held by pre-service primary school teachers about both sea currents and sea pollutant migration. The study also aims to identify whether pre-service primary school teachers see a relationship occurring between those conceptions. The study involved 147 pre-service primary school teachers from one of Indonesia's teacher training institutions. Four-tier diagnostic tests were used to gather data about the conceptions of pre-service primary teachers. The data were interpreted and analyzed in a descriptive quantitative method. The results showed that pre-service primary school teachers' conceptions about sea currents and sea pollutant migration were mostly in the category of 'misconception' and 'have no conception'. The correlation test about the ability of pre-service primary school teachers to explain the concepts of sea currents and sea pollutant migration was also not significant. The results of this study indicate a need to improve the quality of teaching and learning for pre-service primary school teachers about convection by linking it to sea currents and sea pollutant migration.

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Section: Conception On Sea Current and Sea Pollutant Migrationsupporting

confidence: 79%

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

Sopandi¹,

Sukardi²

2020

Review of International Geographical Education Online

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“…For instance, in a study taken place in Sweden [2], which was a case study as well, pupils experienced difficulty in distinguishing between the different meanings attached to individual concepts in their theoretical and practical contexts. In another study which conducted 2 in one of urban educational areas in West Java involved primary school students aged 10-12, it was found that students' conceptions of greenhouse effect could be diagnosed by sub-microscopic representation, both verbally and visually [9]. The difference about the sample (number and age of pupils), lead to a different view of the topic.…”

Section: Resultsmentioning

confidence: 99%

Assessing pupils’ understanding about greenhouse effect in context of problem-based approach in environmental education: A case study from Greece

Lathouris

2023

E3S Web Conf.

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The greenhouse effect is a process that regulates the temperature of the planet. Students have misunderstandings about the greenhouse effect. The misunderstandings about the greenhouse effect may result from the direct analogy of a greenhouse as a means to maintain the heat by preventing convection and trapping warm air inside. The main research question has to do with the extent that pupils understand the greenhouse effect as an environmental problem. The sample consisted of 18 pupils of a 4th grade Primary school classroom forming case study research. The analysis of answers was mainly based on qualitative grounds, by examining the way pupils express their opinions or beliefs about this specific environmental topic. Students’ answers present that they understand enough the greenhouse effect both as a natural process and as environmental problem. They seem to present a lower understanding about its causes, but a mediocre understanding about consequences and interesting suggestions about how to solve it. As far as the use of accurate or scientific words is concerned, the statements seem to be on a low level. In conclusion, it can be supported that problem-based teaching intervention can contribute to pupils’ understanding about environmental problems such as the greenhouse effect.

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“…According to the findings of a study by Sukardi et al (2017), teachers believed that the topic of global warming was not urgent enough to be covered in class because, in addition to being a hot topic, it had not frequently been asked about in national-level exam questions in the past. There is not enough time for teachers to teach this information.…”

Section: Global Warming Through Radec Learning Modelmentioning

confidence: 99%

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

Sukardi¹,

Sopandi²,

Riandi³

et al. 2022

APJEE

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The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the DiscussExplain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students’ fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problem with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper.

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Primary School Students’ Submicroscopic Representation Level on Greenhouse Effect at Urban Educational Area

Cited by 3 publications

References 0 publications

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

Using Four-Tier Diagnostic Tests to Understand the Conceptions Held by Pre-Service Primary School Teachers about Sea Pollutant Migration

Assessing pupils’ understanding about greenhouse effect in context of problem-based approach in environmental education: A case study from Greece

What Creative Ideas Came Up about Global Warming in RADEC Online Class?

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