The Art of Teaching Science

Hassard, Jack; Dias, Michael

doi:10.4324/9780203892961

Cited by 27 publications

(13 citation statements)

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“…individuals to be literate in science and technology is ensured by effective science and technology teaching. In the inquiry-based learning approach suggested by educational scientists, learners master learning units by obtaining data through asking questions and doing research in the knowledge construction process, using their creativity (Bass, Contant, & Carin, 2008;Burden & Byrd, 2003;Hassard & Dias, 2008;Haury, 1993;Hogan & Berkowitz, 2000;Howe, 2002;Karamustafaoğlu & Yaman, 2006;Keys & Kennedy, 1999;Lawson, 2010;Lindberg, 1990;Llewellyn, 2002;Lloyd & Contreras, 1987;Marek & Cavallo, 1997;Martin, Sexton, Franklin, & Gerlovich, 2005;Narode, Heiman, Slomianko, & Lochhead, 1987;National Research Council, 2000). Inquiry-based learning, which is based on a constructive approach and the learning cycle model and is suitable for all education levels, also allows students to evaluate their own progress (Hammerman, 2006;Kanlı, 2009;Llewellyn, 2002;Office of Science Education National Institutes of Health, 2006;Peters & Stout, 2006;Temizyürek, 2003;Wenning, 2005).…”

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confidence: 99%

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Sever¹,

Güven²

2014

ESTP

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The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally designed study, data were collected from 95 students and 14 teachers using both qualitative (students' follow-up forms, observation, and interview forms) and quantitative (achievement test and personal information survey) methods. In the experimental process, courses given to the control group were taught using the traditional method, whereas those given to the experimental groups used an inquiry-based learning approach. When the data, which were collected in the spring term of the 2010-2011 academic year, were analyzed, 25 students were identified as having resistant behaviors such as not participating in the course, not being interested in the course, not taking care of their friends, seeking attention, not respecting the teacher, and providing suggestions to the teacher. The statistical data analysis showed that there was a significant difference between the pre-test and post-test mean scores of both the control and experiment groups; however, the mean scores of the experimental groups showed a greater increase than those of the control group. While the findings derived from the follow-up forms and the analysis of teacher interviews showed that the experimental process changed the resistance behaviors of students in a positive way, this change was not permanent at the end of the experimental process. As a result, it was found that students can have a variety of resistant behaviors and these behaviors can be affected positively by different teaching methods that are accepted as effective in that discipline.

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confidence: 99%

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Sever¹,

Güven²

2014

ESTP

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“…A revised version of his work would be named "CM_BilingualChildren2_Peter_OKRs_2" and the teacher's evaluation would then be "CM_BilingualChildren2_Peter_OKRs_2_OKPb". This explicit organisation and following of a logical order encourages students to learn meaningfully (Hassard, 2004 ). It is therefore possible to conclude, from an analysis of the students work in Activity 10, that the aims of the 12 activities in LAPLI have been met and that a gradual linguistic development can be seen in the texts produced.…”

Section: Resultsmentioning

confidence: 99%

“…Ausubel contrasts meaningful learning to rote-mode learning (Hassard, 2004 ) arguing that it takes place deductively, i.e., from top to bottom, with new concepts being related to concepts that have already been learnt. It is not enough for the student to learn isolated pieces of information, he/she must establish relationships between these and give meaning to the learning itself.…”

Section: Meaningful Learningmentioning

confidence: 99%

“…According to Hassard ( 2004 ) Ausubel proposes a number of learning phases, which can be divided into three stages: the use of advance organizers (an explanation of what is to be done); presentation of learning task or material (organised explicitly, following a logical order, and engaging students in meaningful learning); and reinforcement of cognitive organization by relating new information to the advance organizers referred to earlier and encouraging active learning. The word "organization" is a keyword in meaningful learning, both in terms of storing new data and recovering data to use it or to anchor new information; concept maps can potentially be used as strategies to facilitate meaningful learning and as instruments to evaluate this learning.…”

Section: Meaningful Learningmentioning

confidence: 99%

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Knowledge Cartography

2014

Advanced Information and Knowledge Processing

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“…Indikator sikap ilmiah pada kelas IX pada jenjang sekolah menengah diarahkan untuk mengacu pada Project 2061 NSES yaitu curiosity (keingintahuan), honesty (kejujuran), openness (keterbukaan), dan skepticism (skeptis) [17]. Sementara yang ditetapkan BSNP tentang Standar Isi untuk satuan pendidikan dasar dan menengah, menjelaskan bahwa mata pelajaran IPA bertujuan agar siswa memiliki kemampuan dalam memupuk sikap ilmiah yaitu jujur, objektif, teliti, terbuka, tanggung jawab, disiplin, dan dapat bekerjasama dengan orang lain [18].…”

Section: Sikap Ilmiahunclassified

Implementasi Media Tiga Dimensi Kemagnetan Berbasis Inkuiri Melalui Strategi Kooperatif Terhadap Sikap Ilmiah Siswa

Harjono¹,

Jufri²,

Arizona³

2017

J. Pendidik. Fis. Teknol.

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-The aim of this study was to determine the influence of the integrated MTDKBI through cooperative strategies for students'scientific attitude. The study used quasi-experiment method with a 2x2 factorial design research. The population was 380 students of grade 9 SMPN 10 Mataram whose spread.at 10 classes. The sample was 142 students divided into 4 classes with cluster random sampling technique. The research instruments such as questionnaires of scientific attitude which was given at the beginning and the end of the study. The data were analyzed with two-way Ancova. The results showed that (1) the students who learned using MTDKBI significantly different at the aspect of scientific attitude than students who learned with non MTDKBI, (2) students who learn through STAD cooperative strategy significantly different at the aspect of scientific attitude than students who learn with NHT type, (3) there is an interaction effect between the type of media with cooperative strategies for students' scientific attitude. Keywords : MTDKBI, STAD, NHT, Scientific attitude PENDAHULUANSiswa diharapkan memiliki kemampuan inkuiri ilmiah untuk menumbuhkan kemampuan berpikir dan bersikap ilmiah. Namun implementasi pembelajaran IPA Fisika masih dilandasi oleh pembelajaran berpusat pada guru. Peran guru lebih banyak sebagai sumber informasi yang mentransformasikan pengetahuan yang dimiliki kepada siswa. Guru mentransfer pengetahuannya sebanyak mungkin dan jarang mengajak siswa melakukan inkuiri ilmiah. Salah satu faktor penyebabnya yaitu sarana pembelajaran seperti media dan alat praktikum yang belum memadai, sehingga secara tidak langsung berimplikasi terhadap sikap ilmiah siswa yang belum terbina dengan baik. PembelajaranFisika khususnya materi "kemagnetan" bersifat abstrak. Teori dan hipotesis sebaiknya tidak diberikan secara dogmatis, dengan demikian pelaksanaan pembelajaran tidak hanya menghafal. Keterlibatan siswa secara aktif melalui berbagai kegiatan sains sangat diperlukan [1]. Penggunaan media pun guru lebih cenderung mendominasi, hanya beberapa siswa yang ikut terlibat dalam penggunaan media. Berdasarkan fenomena ini perlu ada suatu upaya agar media pembelajaran dapat dipraktekkan langsung oleh siswa baik secara individu maupun kelompok.Penggunaan media tiga dimensi kemagnetan (MTDK) berbasis inkuiri (BI) memberikan peluang kepada siswa untuk mengkonstruksi pengetahuannya dan membangun konsep siswa. Hal tersebut dapat membantu siswa memahami sifat kemagnetan secara mendalam. Walaupun media yang digunakan sederhana, namun diharapkan dapat membantu siswa memahami magnet lebih baik, sehingga meningkatkan proses pembelajaran. Keterlibatan siswa secara aktif dalam proses inkuiri ilmiah merupakan tuntunan dasar dalam pelajaran Fisika. Kegiatan inkuiri ilmiah mampu menanamkan dan membudayakan kebiasaan berpikir dan berperilaku ilmiah yang kritis, kreatif dan mandiri, sehingga berdampak pada peran guru yang bergeser menjadi fasilitator yang lebih memfokuskan pada aktivitas siswa. Dalam hal ini, siswa dilibatkan aktif memec...

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The Art of Teaching Science

Cited by 27 publications

References 0 publications

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course

Knowledge Cartography

Implementasi Media Tiga Dimensi Kemagnetan Berbasis Inkuiri Melalui Strategi Kooperatif Terhadap Sikap Ilmiah Siswa

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