The effect of an instructional intervention on elementary students' science process skills

Durmaz, Hüsnüye; Mutlu, Seçkin

doi:10.1080/00220671.2015.1118003

Cited by 31 publications

(29 citation statements)

References 24 publications

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“…The investigation process as part of SETS stages which related to SPS is considered an open process which let students have their own questions and seek the answers themselves (Durmaz & Mutlu, 2017;Özgelen, 2012). Gradually, student groups communicate more effectively and enhance their ability to reason and solve task-based problems together (Ismaili, 2000;J.…”

Section: Resultsmentioning

confidence: 99%

SETS-based guided experiment book: Empowering science process skills of elementary school students

Prasasti¹,

Listiani²

2018

JPBI

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In this 21st–century, students are expected to have current competencies in which one of them is science process skills. The aim of this research was to empower science process skills through the SETS-based guided experiment book. This Posttest Only Control Group Design study involved 50 students of fifth grade which divided into two groups i.e. 25 students as the experimental group and 25 students as the control group. The activities were carried out for three months outside of school. The empowerment of science process skills was measured from the increasing scores before and after the implementation of the SETS Guided Experiment Book. The results showed that there was a significant different between experimental group and control group as the significancy value was 0.01 (sig. < 0.05). This means that the SETS-based guided experiment book can empower Science process skill of elementary school students.

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Section: Resultsmentioning

confidence: 99%

SETS-based guided experiment book: Empowering science process skills of elementary school students

Prasasti¹,

Listiani²

2018

JPBI

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“…Rozvíjať SVP u žiakov je možné tým, že im zabezpečíme také učebné situácie, ktoré umožnia získavať skúseností s ich uplatňovaním (Padilla, 1986;Vartak et al, 2013;Lapitková, 2016), doplnené o získavanie bezprostrednej spätnej väzby alebo možnosti analyzovať vlastnú činnosť (Taylor et al, 2009). Pozitívny vplyv systematickej práce na rozvoji SVP potvrdzujú mnohé výskumy na rôznych stupňoch vzdelávania (Lati et al, 2012;Durmaz & Mutlu, 2016;Rokos & Vomáčková, 2017;Choirunnisa et al, 2018 a ďalší). Lati a kol.…”

Section: Kontext Výskumuunclassified

“…Táto spôsobilosť je pritom považovaná za jednu z na-jdôležitejších, avšak zároveň aj za najnáročnejšiu (Harlen, 2006). Podobné zistenia zaznamenali viacerí autori (Yip, 2007;Valanides et al, 2014;Durmaz & Mutlu, 2016). Žiaci mali problém s identifikáciou presvedčivého dôkazu vo vhodne navrhnutom výskume, nevedeli rozoznať kľúčové údaje potvrdzujúce alebo odmietajúce hypotézu.…”

Section: Diskusiaunclassified

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Vplyv výskumne ladeného prístupu na rozvoj spôsobilostí vedeckej práce žiakov nižšieho sekundárneho stupňa vzdelávania

Kotuľáková¹,

Dlholucký²,

Palicová³

et al. 2020

sciED

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Kurikulárne dokumenty zdôrazňujú dôležitosť poznania prírodovedných konceptov i rozvoja spôsobilostí vedeckej práce (SVP) ako nástrojov potrebných na zmysluplné porozumenie vedeckým konceptom. Zdá sa, že dôležitú úlohu v tomto procese zohráva výskumne ladený prístup k prírodovednému vzdelávaniu. Cieľom nášho výskumného šetrenia bolo zistiť vplyv takto upraveného prírodovedného obsahu na rozvoj SVP žiakov, ktorí nemali žiadnu predchádzajúcu skúsenosť s vyššie uvedeným spôsobom učenia sa (experimentálna skupina) a výsledky porovnať s úrovňou SVP žiakov, ktorí používali tradičný materiál (učebnice) a v našom vzdelávacom kontexte stále dominantné deduktívne na učiteľa orientované vyučovanie (kontrolná skupina). Výskumu sa zúčastnilo 80 žiakov ôsmeho ročníka základnej školy. Analyzovali sme pracovné záznamy žiakov experimentálnej skupiny. Po intervencii obe skupiny absolvovali test s konceptuálnymi úlohami mapujúcimi úroveň SVP. Výsledky ukázali výrazný vplyv výskumne ladeného prístupu na rozvoj SVP žiakov, predovšetkým tých, ktoré dosahovali na začiatku veľmi nízku úspešnosť, a to spôsobilosti navrhovať postupy na overenie formulovanej hypotézy a spôsobilosti usudzovať. Identifikovali sme tiež spoločné charakteristiky problematických SVP. Zistenia prispievajú do diskusie o opodstatnenosti investovania do procesuálnej stránky prírodovedného vzdelávania.

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“…Koksal & Berberoglu (2014) pointed out the effect of guided-inquiry instruction on 6th-grade Turkish students' achievement, science process skills and attitudes toward science. Durmaz & Mutlu (2017) studied the effect of an instructional intervention on elementary students' science process skills. Coil et al (2010) investigated effective methodology in teaching the process of science.…”

Section: Introductionmentioning

confidence: 99%

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

2018

JPII

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The purpose of this study was to describe the generic skills of students' science who conducted experiments on biology learning grade VIII Junior High School (SMP) in Batusangkar. This study used a descriptive quantitative design. The variables of this research were generic science skills as the 21st-century skills and students achievement. A total of 295 students were used as the populations and the purposive sampling technique was employed to select one class as the research sample (n=32 students). The student activities, such as a direct observation, awareness of scale, logical framework, cause-effect, modeling, and the inference was observed by 6 observers. This activity was designed and adapted based on the generic science skills and 21st-century skills. The percentage of students' achievement and generic science skills score was analyzed with descriptive statistics. The students' achievement showed that all students were successful, with a mean score > 75. The students' generic science skills mean scores was categorized as: very good, good and sufficient, and all students were completed the learning. The highest (very good) performance was on the modeling activities with the average percentage of 87.49%. The results indicated that the skills were considered to be part of generic science skills and 21st-century skills. The results of this study concluded and suggested the need to revisit and reaffirm the inclusion of generic science skills in biology learning because this skill becomes part of or similar to the 21st-century skills.

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The effect of an instructional intervention on elementary students' science process skills

Cited by 31 publications

References 24 publications

SETS-based guided experiment book: Empowering science process skills of elementary school students

SETS-based guided experiment book: Empowering science process skills of elementary school students

Vplyv výskumne ladeného prístupu na rozvoj spôsobilostí vedeckej práce žiakov nižšieho sekundárneho stupňa vzdelávania

Revisiting Generic Science Skills as 21st Century Skills on Biology Learning

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