Chemical Education Research in the Laboratory Environment: How Can Research Uncover What Students Are Learning?

Nakhleh, Mary B.

doi:10.1021/ed071p201

Cited by 50 publications

(29 citation statements)

References 6 publications

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“…According to Hofstein [16] and Nakhleh [17] laboratory has a complex nature, and laboratory process is affected by various factors. Science teachers have a crucial role in education process [10][11][12][13][14][15][16][17][18]. In this regard, in order for laboratory practices to continue efficiently, teacher's approach, practice-oriented views and opinions are of paramount importance.…”

Section: Introductionmentioning

confidence: 99%

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Harman¹,

Çökelez²,

Dal³

et al. 2016

ujer

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The aim of this study was to examine pre-service science teachers' views about laboratory applications in science education and how their views changed through laboratory applications that were carried out for two semesters. 63 (52 females, 11 males) pre-service teachers participated in the study. The study was carried out by using pre-test and post-test design. Data was collected on the differences between the views of pre-service science teachers before and after laboratory courses. For data collection, teachers were given forms including 3 open-ended questions. Data analysis was carried out through qualitative content analysis. The results showed that pre-service teachers defined laboratory as "a place of application", and after laboratory applications, they could give more comprehensive definitions about laboratory. The most popular answers pertaining to the aim of laboratory applications included effective learning, permanent learning, ending rote learning, and better understanding, faster learning and learning with fun. Along with the quality of learning, participants attached importance to the methods and techniques to be utilized in lab setting to reach that desired quality. Their focus was predominantly on visualizing, experimental learning, materializing of the theoretical information through application and observation. Study showed that they mostly attributed the importance of laboratories to the quality of learning and methods were expressed as visualizing, materializing and application, observation and experiment for the quality of learning.

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Section: Introductionmentioning

confidence: 99%

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Harman¹,

Çökelez²,

Dal³

et al. 2016

ujer

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“…Menurut Carin (1997) proses-proses sains atau keterampilan inkuiri meliputi beberapa hal : manipulating materials, observing, classifying, measuring, using numbers, recording data, replicating, identifying variables, interpreting data, predicting, formulating hypothese, inferring, generalizing, creating models, making decisions. Seperti yang telah dipaparkan di muka bahwa sifat prosedural kimia dipelajari siswa melalui praktikum. Kemampuan-kemampuan yang dikembangkan melalui praktikum hendaknya tertuang dalam proses sains yang meliputi : 1) perencanaan : menuangkan ide-ide yang dapat diuji, mendesain penyelidikan; 2) penampilan : memanipulasi, observasi, dan pengumpulan data; 3) interpretasi : pengolahan data, penarikan kesimpulan, penerapan konsep; dan 4) komunikasi : melaporkan dan menerima informasi (Josephy dalam Nakhleh, 1994).…”

Section: Pendahuluanunclassified

Analisis Keterampilan Proses Sains Siswa Sma Pada “Model Pembelajaran Praktikum D-E-H”

Susiwi¹,

Hinduan²

2015

JPMIPA

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ABSTRAKTujuan penelitian ini adalah untuk memperoleh informasi tentang keterampilan proses sains siswa SMA pada Model Pembelajaran Praktikum Diskriptif -Empiris Induktif -Hipotetis Deduktif (MPP D-E-H). Keterampilan berpikir yang tergolong keterampilan proses sains dan merupakan komponen penting dalam suatu penyelidikan meliputi: keterampilan "merumuskan hipotesis", keterampilan "mengendalikan variabel", dan keterampilan "merancang percobaan". Penelitian ini dilakukan dengan studi deskriptif teoretik, dan dilanjutkan dengan studi eksperimental pada implementasi pembelajaran. Penelitian dilaksanakan dengan melibatkan kelompok SMA-prestasi akademik tinggi, dan SMA-prestasi akademik sedang. Masing-masing kelompok SMA-Sedang maupun kelompok SMA-Tinggi dibagi menjadi kelas eksperimen dan kelas kontrol. Subyek penelitian seluruhnya berjumlah 216 siswa. Dalam penelitian ini digunakan subyek penelitian dari kelas eksperimen sebanyak 130 siswa, yang terdiri dari 43 siswa kelompok SMA-Sedang dan 87 siswa dari kelompok SMA-Tinggi. Adapun kelas kontrol sebanyak 86 siswa yang terdiri dari 43 siswa kelompok SMA-Sedang dan 43 siswa dari kelompok SMA-Tinggi. Untuk mengukur keterampilan proses sains tersebut diatas digunakan Lembar Kerja Siswa (LKS) yang berisi kemampuan-kemampuan yang dikembangkan dalam praktikum, dan disusun dalam bentuk pertanyaan yang terdiri dari 9 kelompok pertanyaan dengan 15 percobaan. Hasil penelitian menunjukkan bahwa melalui pembelajaran MPP D-E-H: kemampuan "merumuskan hipotesis", kemampuan "mengendalikan variabel" dan kemampuan "merancang percobaan" dapat dicapai secara tuntas baik pada kelompok SMA dengan prestasi akademik sedang maupun kelompok SMA dengan prestasi akademik tinggi. Untuk itu perlu diadakan diskusi dengan asisten untuk menindak lanjuti hasil rancangan yang dibuat siswa, terutama untuk mengevaluasi perencanaan alat dan bahan, serta cara kerja sehingga percobaan tersebut aman dan efisien untuk dilaksanakan. Kata Kunci : MPP D-E-H (Model Pembelajaran Praktikum Diskriptif-EmpirisInduktif-Hipotetis Deduktif), Keterampilan merumuskan hipotesis, Keterampilan mengendalikan variabel, Keterampilan merancang percobaan.

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“…According to Nakhleh (1994), laboratory creates learning environment but the students can"t structure information in laboratory environment according to constructivist learning theory. He further goes on to say that in order to structure information, active learning, responsibility and encouragement are important and because of this he drew attention to the importance of V diagram and concept maps.…”

Section: Introductionmentioning

confidence: 99%

Make the laboratory work meaningful through Concept maps and V Diagram

Safdar¹

2013

IOSRJRME

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Chemical Education Research in the Laboratory Environment: How Can Research Uncover What Students Are Learning?

Abstract: Appropriate methodologies for investigating how learning occurs in the laboratory and presents two techniques, concept mapping and V-diagramming, which can be effective research tools in probing students' understanding of chemical principles.

Cited by 50 publications

References 6 publications

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Pre-service Science Teachers' Views on Laboratory Applications in Science Education: The Effect of a Two-semester Course

Analisis Keterampilan Proses Sains Siswa Sma Pada “Model Pembelajaran Praktikum D-E-H”

Make the laboratory work meaningful through Concept maps and V Diagram

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