Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science

2005 ◽  
Author(s):  
Jeffrey Marx
Keyword(s):  
Nature Of Science ◽  
Learning Science ◽  
Science Students ◽  
General Science

scholarly journals Science learning motivation as correlate of students’ academic performances

2016 ◽  
Vol 6 (3) ◽  
pp. 209 ◽  
Author(s):  
Nhorvien Jay P. Libao ◽  
Jessie John B. Sagun ◽  
Elvira A. Tamangan ◽  
Agaton P. Pattalitan ◽  
Maria Elena D. Dupa ◽  
...  
Keyword(s):  
Science Learning ◽  
Extrinsic Motivation ◽  
Biological Science ◽  
Learning Motivation ◽  
Learning Science ◽  
Science Students ◽  
Research Problems ◽  
Relationship Of ◽  
The Relationship

This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science. 

University Student Conceptions of Learning Science Through Writing

2006 ◽  
Vol 50 (1) ◽  
pp. 6-28 ◽  
Author(s):  
Robert A. Ellis ◽  
Charlotte E. Taylor ◽  
Helen Drury
Keyword(s):  
Scientific Knowledge ◽  
University Student ◽  
Learning Science ◽  
First Year ◽  
Science Students ◽  
Writing Program ◽  
Conceptions Of Learning ◽  
Conceptions Of Learning Science ◽  
Undergraduate Science

First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of learning through writing were distributed to 165 students. Interviews with six tutors on the writing program were also completed. Key results included that if students were not aware of the potential of learning science through writing, they tended to focus on superficial aspects of the writing experience, such as grammar, rather than the scientific knowledge that underpinned the experience. The results have important implications for the integration of writing experiences into university subjects and tutor approaches to writing tuition.

scholarly journals Penerapan Model Pembelajaran Probing Prompting pada Pembelajaran IPA di SMP 3 Selong

Kappa Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 137-141
Author(s):  
Kholida Ismatulloh ◽  
◽  
Ropikoh Ropikoh ◽  
Keyword(s):  
Hypothesis Test ◽  
Data Retrieval ◽  
Learning Model ◽  
Learning Science ◽  
Science Students ◽  
Test Results ◽  
Research Subjects ◽  
Average Value ◽  
Class Viii ◽  
Written Test

The study, entitled "Application of the Probing Prompting Learning Model in Science Lessons at SMPN 3 Selong" aims to determine the influence of students in understanding the concept of learning science in the classroom. The research subjects were students of class VIII at SMPN 3 Selong, namely class VIII D and class VIII E, with the data retrieval process using a written test of 6 items of description. The average value obtained in the control class is 63.48 while the experimental class is 80.48 with a difference of 17 points. For the hypothesis value thitung = 2.042 while ttabel = 1.079 from the results of the calculation of the hypothesis test results of learning science students obtained thitung> ttabel =, then the hypothesis alternative (Ha) is accepted. So it can be concluded that there is an influence in the application of the probing prompting learning model in science learning at SMP 3 Selong

Students’ Understanding of Liıght Concepts ın the Secondary School

2015 ◽  
Vol 3 (6) ◽  
pp. 36-49
Author(s):  
P.R.K.A Vitharana
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Conceptual Understanding ◽  
Learning Science ◽  
Science Students ◽  
Light Responses ◽  
Complex Process ◽  
Understanding Of Science ◽  
Written Test ◽  
Correct Understanding

Learning science is a complex process and students develop limited understanding even after instruction. The aim of the research is to use students’ diagrams to assess conceptual understanding of science related to ‘light’ in grade eight students. Data were collected with the use of a written test, questionnaire and documents. Each question of the written test consisted of two parts; diagram and written explanation. Data obtained were analysed qualitatively and quantitatively. It was noted that students provided more than twenty different diagrams for each question instead of correct diagram. A large number of incorrect diagrams with incorrect explanations showed that students did not possess a correct understanding of concepts related to light. Responses to teacher questionnaire revealed that 98% of teachers provide opportunities for their students to draw diagrams to assess understanding of science. Students’ diagrams can be effectively used to assess conceptual understanding of science knowledge of secondary students.

scholarly journals Learning Physics of Motion and Force Using the Outdoor Activities: An Effort to Increase Students’ Interest and Achievement at Secondary School

2020 ◽  
Vol 9 (2) ◽  
pp. 208-218
Author(s):  
M. Djajadi ◽  
A. Rauf
Keyword(s):  
Science Achievement ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Learning Science ◽  
Science Students ◽  
Science Data ◽  
Outdoor Activities ◽  
Research Cycle ◽  
Qualitative Descriptive ◽  
8Th Graders

This study aimed to determine the increase in students’ interest and achievement of science in the 8th graders of SMP Negeri 1 Watampone, Bone Regency Indonesia, when using outdoor activities. This study applied Classroom Action Research (CAR), which consists of two learning cycles following the procedural phase such as planning, implementation, observation phase, and reflection. The sample was taken using a purposive sampling technique class. The data collected included data about the students’ science achievement before the implementation of the action, data about the students’ interest in learning science, data about the students’ science achievement in the cycle I and cycle II, and data on the observations/notes of the teacher in each research cycle. Data were obtained through a questionnaire asking about students’ interest in learning science, students’ achievement result test before the implementation of the action, students’ achievement test in cycle I and cycle II, and student learning observation sheet. Data then analyzed using quantitative and qualitative descriptive analysis techniques. The results showed that there was an increase in students’ achievement, both in cycle I and in cycle II. Students’ mastery level in science materials was in the high category and their readiness, sincerity, and activeness in participating in the learning process were increased. Recommendation and direction for further research are included in the study.

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