Journal of Science Learning最新文献

The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material 基于问题的翻转课堂学习模式对提高物理教师候选人晶体结构材料概念理解的有效性

Journal of Science Learning Pub Date : 2023-06-30 DOI: 10.17509/jsl.v6i2.56316

Heni Rusnayati, Wawan Ruswandi, Tiara Husnul Khotimah

{"title":"The Effectiveness of the Problem-Based Flipped Classroom Learning Model to Improve Conceptual Understanding of Physics Teacher Candidates on Crystal Structure Material","authors":"Heni Rusnayati, Wawan Ruswandi, Tiara Husnul Khotimah","doi":"10.17509/jsl.v6i2.56316","DOIUrl":"https://doi.org/10.17509/jsl.v6i2.56316","url":null,"abstract":"The limited time allocation for lectures in the classroom is an obstacle to presenting student-centered learning. This is one of the factors that prospective physics teacher students experience conceptual difficulties, especially in crystal structure material. So the purpose of this study was to determine the effectiveness of the problem flipped classroom learning model on understanding the concepts of prospective physics teacher students on crystal structure material. This study used a quasi-experimental method with a one-group pretest-posttest research design. The subjects of this study were 16 students who took solid-state physics courses. Data analysis techniques were carried out using normality tests, homogeneity tests, and pretest and posttest average difference tests. Then test the N-gain to see the increase in the pretest and posttest results and continue with the effect size test using the effect size. The instrument used was a test of mastery of the concept of crystal structure material. The results of the paired sample t-test analysis show that the Problem Based Flipped Classroom significantly influences learning outcomes with a t value of 11.439 with a significance of 0.000. Students' understanding of crystal structure material has increased with an N-Gain of 0.75, which is in the high category. This means that the pretest and posttest scores have a high increase. While the results of the effect size test obtained a score of d = 2.86, which means that learning with the Problem Based Flipped Classroom has a strong effect on student learning outcomes on crystal structure material.","PeriodicalId":477296,"journal":{"name":"Journal of Science Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136368380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM 职前小学教师STEM教学内容知识测试

Journal of Science Learning Pub Date : 2023-03-31 DOI: 10.17509/jsl.v6i2.51275

Kevser Sarı, Meltem Duran

{"title":"Examination of Pedagogical Content Knowledge of Pre-Service Primary School Teachers towards STEM","authors":"Kevser Sarı, Meltem Duran","doi":"10.17509/jsl.v6i2.51275","DOIUrl":"https://doi.org/10.17509/jsl.v6i2.51275","url":null,"abstract":"This study examines the pedagogical content knowledge of pre-service primary school teachers towards STEM. The research's study group consists of 202 pre-service primary school teachers studying at the faculty of education of two universities in the 2021-2022 academic year. The mixed method was used in the study. The survey model was used in the quantitative dimension of the study, and the case study was used in the qualitative dimension. The study's data were collected using the \"STEM Pedagogical Content Knowledge Scale\" and the \"semi-structured interview form\" developed by the researcher. A statistics program was used to analyze quantitative data, and content analysis was used to analyze qualitative data. According to the quantitative results of the study, the pedagogical content knowledge of pre-service primary school teachers towards STEM did not show the difference in terms of the variables of graduated high school, science proficiency, and desire to receive STEM education. In addition, differences were observed between the gender and technology sub-dimension, grade level and science and mathematics sub-dimension, having STEM knowledge and science sub-dimension, STEM competence and mathematics sub-dimension. According to the qualitative results of the study, it was determined that pre-service primary school teachers' perspectives toward STEM education were positive. However, they considered themselves inadequate because they did not receive training.","PeriodicalId":477296,"journal":{"name":"Journal of Science Learning","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135951273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examination of Dynamic Mental Constructs and their Change Regarding Phases of the Moon 关于月相的动态心理构念及其变化的检验

Journal of Science Learning Pub Date : 2023-03-31 DOI: 10.17509/jsl.v6i2.51686

Ali Sağdıç, Elvan Sahin

{"title":"Examination of Dynamic Mental Constructs and their Change Regarding Phases of the Moon","authors":"Ali Sağdıç, Elvan Sahin","doi":"10.17509/jsl.v6i2.51686","DOIUrl":"https://doi.org/10.17509/jsl.v6i2.51686","url":null,"abstract":"An immense body of literature on astronomy studies has provided evidence that individuals perceive the lunar phases concept as difficult. Furthermore, many studies showed what erroneous explanations or alternative conceptions of lunar phases are. However, there is also a need to understand how individuals construct an explanation of the phases of the Moon. This paper aims to explore pre-service science teachers' construction process of their explanation regarding lunar phases via clinical interviews. The data were obtained from fourteen pre-service science teachers and analyzed, identifying their nodes and dynamic mental constructs. The results indicated that most pre-service science teachers did not organize their nodes consistent with normative scientific explanations. In addition, pre-service science teachers changed their dynamic mental construct while explaining different lunar phases, utilizing different media such as drawing and three-dimensional models, and responding to prompted questions. It was suggested that different opportunities, including technology-enriched activities regarding phases of the Moon, should be provided for pre-service science teachers to reorganize their nodes.","PeriodicalId":477296,"journal":{"name":"Journal of Science Learning","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Meta-Analysis of the Effectiveness of Digital Technology-Assisted STEM Education 数字技术辅助STEM教育有效性的元分析

Journal of Science Learning Pub Date : 2023-03-31 DOI: 10.17509/jsl.v6i2.52316

Feyyaz Öztop

引用次数: 0

Redesigning Sciences Courses based on A Local Senior High School in Iloilo, Philippines’ Student Performances and Perspectives towards Hybrid Learning Approach 基于菲律宾伊洛伊洛当地一所高中学生的表现和对混合学习方法的看法，重新设计科学课程

Journal of Science Learning Pub Date : 2023-03-31 DOI: 10.17509/jsl.v6i2.51743

Donna Hembra Gabor, Leona Marie Canaway Camano

{"title":"Redesigning Sciences Courses based on A Local Senior High School in Iloilo, Philippines’ Student Performances and Perspectives towards Hybrid Learning Approach","authors":"Donna Hembra Gabor, Leona Marie Canaway Camano","doi":"10.17509/jsl.v6i2.51743","DOIUrl":"https://doi.org/10.17509/jsl.v6i2.51743","url":null,"abstract":"This study aimed to examine learners' perspectives on the hybrid learning approach, using printed modules and social media as learning materials to redesign science courses and improve their performances. This study involved 37 students from Tacuyong Sur National High School, 20 from the Grade 9 class and 17 from the Grade 12 Technical Vocational Livelihood (TVL) class in the fourth quarter of the school year 2021-2022. The 5-items multiple-choice test assesses student performance. A survey question determined learners' perspectives on hybrid learning after revising the delivery mode for science courses. Student performances based on their pre-test/post-test revealed the benefits and problems connected with the hybrid learning approach. Program for statistical analysis of sampled data (PSPP) interpreted the survey and student performance. Hybrid learning survey results revealed a practical approach to improve science learners' performances during the COVID-19 pandemic. Data results through teacher-technology innovation demonstrated the effectiveness of hybrid learning techniques to help teachers and curriculum planners redesign course subjects that improve science student performances.","PeriodicalId":477296,"journal":{"name":"Journal of Science Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effect of Argument-Driven Inquiry (ADI) on Argumentation Skills and Students' Concept Mastering of Human Excretory System Materials 论证驱动型探究(ADI)对学生论证技能和人体排泄系统材料概念掌握的影响

Journal of Science Learning Pub Date : 2023-03-31 DOI: 10.17509/jsl.v6i2.54634

Vita Riyanti, Yanti Hamdiyati, Widi Purwianingsih

{"title":"The Effect of Argument-Driven Inquiry (ADI) on Argumentation Skills and Students' Concept Mastering of Human Excretory System Materials","authors":"Vita Riyanti, Yanti Hamdiyati, Widi Purwianingsih","doi":"10.17509/jsl.v6i2.54634","DOIUrl":"https://doi.org/10.17509/jsl.v6i2.54634","url":null,"abstract":"This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model on students' argumentation skills and mastery of concepts in human excretory system material, especially in the sub-material of kidney disorders. The research method used quasi-experimental with a group pretest-posttest design. The sample of this research was second-grade MIPA students in one of the high schools in Bandung, which consisted of 29 students in the experimental class and 25 students in the control class. The purposive sampling technique did the sampling. The study used some instruments, which consisted of a test of argumentation skills in the form of essay questions, an exam of mastery of concepts in the form of multiple choice, and a questionnaire on student responses to learning using the ADI learning model. The results showed that the ADI learning model had a more significant effect on argumentation skills in the experimental class than in the control class, with a significance value of 0.019. The quality of students' argumentation was at level 3. However, the ADI learning model did not significantly affect students' mastery of concepts in the excretory system material because a significant difference was not found between the pretest and posttest data in both research classes. Student response data shows students respond completely well to applying the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students' argumentation skills and concepts mastery in other biological materials.","PeriodicalId":477296,"journal":{"name":"Journal of Science Learning","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0