Effects of Emphasizing Hypothetico-Predictive Reasoning within the Science Learning Cycle on High School Student's Process Skills and Conceptual Understandings in Biology

Abstract

This study examined the effects of adding a prediction/discussion phase at the beginning of a three-phase learning cycle involving exploration, term introduction, and concept application. The added phase required high-school biology students to individually write out predictions with explanatory hypotheses concerning concepts in genetics, homeostasis, ecosystems, and natural selection. This was followed by interactive debate of predictions and reasons. Data sources included questionnaires, field observations, teacher/researcher daily log reports, and a battery of tests to assess cognitive changes. Hypotheticopredictive reasoning and logical argumentation served as cognitive-development processes which prompted students to construct and deconstructed their procedural and declarative knowledge. The prediction/discussion-based learning cycle instruction, when compared with traditional learning cycle instruction, produced significant gains relative to the use of process skills, logical-thinking skills, science concepts, and scientific attitudes. Guidelines were generated for developing, teaching, and evaluating prediction/discussion based learning cycles.

Ignorancia consciente en el aprendizaje de las ciencias I: componentes de la incomprensión de un texto científico

“…Para esta clase de alumnos, textos y tarea, la incomprensión consciente se centra en la dificultad de encontrar explicaciones a los objetos y procesos mencionados en el texto. Las dificultades en la predicción no constituían una parte importante de la incomprensión consciente de estos alumnos, aun cuando la capacidad de predecir constituya una destreza relevante dentro de la formación científica (Lavoie, 1999 Ishiwa, Sanjosé y Otero (2013) encontraron resultados similares en un estudio en el que analizaron las preguntas efectuadas por alumnos universitarios que leían textos científicos para realizar dos tareas diferentes. En una condición, estudiantes de segundo y tercer año de Magisterio leían dos textos científi-cos breves, de 87 y 96 palabras respectivamente, que describían la navegación a vela y la descongelación sobre distintas superficies (se muestra este último texto como ejemplo en la tabla 3).…”

The Experience of Assessing Out-of-School Learning Environments

“…While scientific reasoning processes vary based on types of scientific fields, it is asserted that their importance for each branch of science is undeniable [8,26,29,40]. In this sense, transformation of out-of-school learning environments into places where learning takes place permanently and meaningfully by separating them from trip-based environments, may become possible by these environments encourage individuals to structure information by using scientific reasoning processes.…”

Pengaruh penerapan hypothetico-deductive reasoning dalam learning cycle terhadap keterampilan proses sains dan pemahaman konsep siswa

“…Menurut Lawson (2000 a , 492), penerapan penalaran ilmiah secara hipotetik-deduktif dapat meningkatkan kualitas dan kemampuan generalisasi (generalizability) pada pembelajaran sains karena menuntut siswa agar melebihkan kesadaran (awareness) terhadap esensi pembelajaran yang sedang berlangsung. Lavoie (1999Lavoie ( , 1127Lavoie ( -1147) melaporkan bahwa pembelajaran biologi pada tingkat menengah atas (high school) di South Dacota U.S. dengan model siklus belajar berbasis hipotetik prediksi/diskusi (hypotheticoprediction/ discussion based learning cycle) dibandingkan dengan traditional learning cycle secara signifikan meningkatkan keterampilan proses sains, kemampuan berfikir logis, konsep ilmiah, dan sikap ilmiah siswa. Taufiq & Ketang (2009, 641-648) juga melaporkan bahwa penerapan model pembelajaran fisika dengan model siklus belajar hipotetik-deduktif (hypothetico-deductive learning cycle) di SMAN Kota Palembang pada materi keseimbangan benda tegar menunjukkan peningkatan keterampilan generik sains yang lebih tinggi secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran konvensional.…”