scholarly journals Learning through the Experience of Water in Elementary School Science

Water ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 43
Author(s):  
Amanda R. Levy ◽  
Felicia Moore Mensah
Keyword(s):  
Elementary School ◽  
Experiential Learning ◽  
Systems Thinking ◽  
Elementary Science ◽  
Water Cycle ◽  
Thinking Skills ◽  
Science Students ◽  
School Students ◽  
Learning Framework ◽  
Water Literacy

To date, limited research has been done on the implementation of experiential learning among elementary school students. The current mixed-methods study examines the capacity of elementary science students to develop water literacy through the application of an experiential learning framework. From 2016–2017, two sections of 6th-grade science students (n = 56) from a gifted and talented school in Queens, NY, were introduced to an experiential-based water curriculum designed to meet the needs of elementary science standards through the use of authentic learning environments, physical and conceptual modeling, and systems thinking. Multiple research instruments were used as formative and summative assessments to determine baseline understanding and quantify the consequences of student learning: pre- and post-tests and pre- and post-drawing assessments, science notebooks, field journals, reflections, and observations. After participation in the experiential water unit, most students increased their conceptual understanding of water cycle components and processes from surface to groundwater, physical properties of matter, and hydrogeological concepts of permeability and porosity. Systems thinking skills progressed over the unit from structural thinking to dynamic thinking. Implications of this study indicate that the experiential learning framework is an effective pedagogical tool for elementary science students to develop water literacy and science and engineering practices.

scholarly journals Pengembangan Computer Assisted Instructional Integrated Science Materi “Hujan” di Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 43-52
Author(s):  
Setria Utama Rizal ◽  
Din Azwar Uswatun ◽  
Astri Sutisnawati ◽  
Rifki Aditia
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Students ◽  
Science Learning ◽  
Elementary Science ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Assisted ◽  
School Students ◽  
Integrated Science

The lack of learning media is one indicator of science learning less favored by elementary school students. The use of instructional media can overcome students' difficulties in understanding contextually material. The purpose of this research is to produce integrated learning media Computer Assisted Instructional learning material "rain" material in improving critical thinking skills of third grade elementary school students. This research method uses research & development with the Borg & Gall development model and field trials using one-group pretest-posttest design at SDIT Al-Khoiriyah Al-Husna Sukabumi. Data collection techniques using interviews, observation, questionnaires, and tests. Data collection instruments included interview guidelines, observation sheets, questionnaire sheets, and test questions. The results of this study are in the form of learning products for Computer Assisted Instructional integrated science elementary school with "rain" material. The results of the product validation show that the integrated Computer Assisted Instructional learning media is appropriate for use in elementary science learning with an average rating from the "Very Good" category validator. Field trial results show that the integrated Computer Assisted Instructional elementary school learning media with "rain" material is effectively used in the elementary science learning process to improve students' critical thinking skills with a gain of 0.81. So that the results of this study can be used in the learning process of science in students of SDIT Al-Khoiriyah Al-Husna Sukabumi and developed in other SD / MI.

scholarly journals Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course

2016 ◽  
Vol 81 (12) ◽  
pp. 1455-1471 ◽  
Author(s):  
Tamara Hrin ◽  
Dusica Milenkovic ◽  
Mirjana Segedinac ◽  
Sasa Horvat
Keyword(s):  
Organic Chemistry ◽  
Systems Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Assessment Tools ◽  
School Students ◽  
Complex Dimension ◽  
Complex Process ◽  
Different Types ◽  
Teaching Learning

Many studies in the field of science education have emphasized the fact that systems thinking is a very important higher-order thinking skill which should be fostered during classes. However, more attention has been dedicated to the different ways of systems thinking skills assessment, and less to their enhancement. Taking this into consideration, the goal of our study was not only to validate secondary school students? systems thinking skills, but also to help students in the complex process of their development. With this goal, new instructional and assessment tools - systemic synthesis questions [SSynQs], were constructed, and an experiment with one experimental (E) and one control (C) group was conducted during organic chemistry classes. Namely, the instructional teaching/learning method for both E and C groups was the same in processing the new contents, but different on classes for the revision of the selected organic chemistry contents. The results showed that students exposed to the new instructional method (E group) achieved higher performance scores on three different types of systems thinking than students from the C group, who were taught by the traditional method. The greatest difference between the groups was found in the most complex dimension of systems thinking construct - in the II level of procedural systems thinking. Along with this dimension, structural systems thinking and I level of procedural systems thinking were also observed.

scholarly journals The Implementation of School Literacy Movement by Using Storybook in Elementary School

2021 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Isnaeni Wahab ◽  
Nurhadifah Amaliyah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Thinking Skills ◽  
Survey Method ◽  
School Students ◽  
Story Content ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Children's Stories ◽  
Children’S Thinking

Literacy is one way to build and develop children's thinking skills that are important for students. However, students' literacy habits are still low. Therefore, schools as one of the three educational centers should implement a literacy culture to improve children's thinking skills. This study aims to examine information about the application of literacy culture in schools and to apply literacy using children's stories for students. This study uses a qualitative descriptive approach with a survey method. The subjects of this study were elementary school students. Data collection techniques through observation, interviews, and documentation. Data analysis through the stages of data reduction, data presentation, and concluding. The results showed that literacy activities in schools had been implemented with literacy fifteen minutes before the lesson started and used every corner of the school as a reading corner, while the implementation of literacy using storybooks was done by inviting students to read books with various story titles. Based on these results, it can be concluded that elementary schools already have a good literacy program and the application of literacy using storybooks can invite students to retell the story content and the moral values of the story. This research implies that schools should optimize their role as one of the three educational centers to build and develop literacy habits for elementary school students.

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