scholarly journals Fostering curiosity in science classrooms: Inquiring into practice using cogenerative dialoguing

2017 ◽  
Vol 28 (3) ◽  
pp. 190-198
Author(s):  
Joanna Higgins ◽  
◽  
Azra Moeed ◽  
Keyword(s):  
Scientific Literacy ◽  
Science Classroom ◽  
Content Delivery ◽  
Secondary Science ◽  
Opportunities To Learn ◽  
Learning Context ◽  
Science Classrooms ◽  
Video Clips ◽  
Interpretive Approach ◽  
Scientific Ideas

Developing students' scientific literacy requires teachers to use a variety of pedagogical approaches including using video as a form of instruction. Using video is a way of engaging students in science ideas not otherwise accessible to them. This study investigated the use of video clips representing scientific ideas in a secondary science classroom as one component of a science program. Drawing an interpretive approach framed as authentic participant-centered inquiry the analysis used cogenerative dialoguing to generate collective perspectives on the affordances and constraints of learning from video. We found that the structure of a video in terms of density of the content delivery and its length shaped students' viewing experiences and access to science ideas. We argue that structures of the learning context afford and constrain students' opportunities to learn science from video.

scholarly journals The effectiveness of integrating existing digital learning resources into classroom teaching – an evaluation of the learning achievement

2012 ◽  
Vol 8 (2) ◽  
pp. 150-161
Author(s):  
Svava Pétursdóttir
Keyword(s):  
Secondary Science ◽  
Learning Resources ◽  
Teacher Competence ◽  
Digital Learning ◽  
Science Classrooms ◽  
Before And After ◽  
Quasi Experimental ◽  
Digital Learning Resources ◽  
Selection Of ◽  
Better Than

This paper presents the results of an intervention study exploring the effectiveness of an implementation of a selection of digital learning resources (DLR) in lower secondary science classrooms. Eight teachers participated in a quasi-experimental intervention, teaching three different subjects with and without DLRs. The data presented are from pupil tests before and after the teaching combined with observation of lessons and interviews with both pupils and teachers. In two of the three subjects the groups using DLRs did slightly better than the comparison group. The results indicate that successful ICT based learning is just as dependent on teacher competence as the quality and features of the resources.

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

scholarly journals EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

2019 ◽  
Vol 9 (2) ◽  
pp. 116 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Science Classroom ◽  
Science Laboratory ◽  
Positive Perception ◽  
Science Classrooms ◽  
E Learning ◽  
Computer Based ◽  
Positive Results ◽  
Scaffolding Learning

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

Using Models to Support Argumentation in the Science Classroom

2016 ◽  
Vol 78 (7) ◽  
pp. 549-559 ◽  
Author(s):  
Ying-Chih Chen ◽  
Mathew J. Benus ◽  
Morgan B. Yarker
Keyword(s):  
Respiratory System ◽  
Science Classroom ◽  
Class Discussion ◽  
Pedagogical Practice ◽  
Authentic Science ◽  
Science Classrooms ◽  
Negotiation Pedagogy ◽  
Tentative Model ◽  
Peer Community ◽  
Community Modeling

Scientists use models to represent their imagination and conceptualization of a particular phenomenon. They then use models to develop an argument to debate, defend, and debunk ideas in their peer community. Modeling is an essential practice of authentic science. To foster the pedagogical practice of incorporating models in argumentative contexts, we introduce an approach called “Science Negotiation Pedagogy.” We show how models can support argumentation practices in science classrooms in six phases of action: (1) create a driving question; (2) construct a tentative model in groups; (3) construct a tentative argument in groups; (4) negotiate models and arguments in a whole-class discussion, then revise models and arguments through negotiation; (5) consult the experts; and (6) reflect through writing. A unit on the human respiratory system is used as an example to demonstrate how Science Negotiation Pedagogy can be implemented in biology classrooms.

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