Elementary school children’s understanding of science: The implementation of an extracurricular science intervention

Schiefer, Julia; Golle, Jessika; Tibus, Maike; Trautwein, Ulrich; Oschatz, Kerstin

doi:10.1016/j.cedpsych.2017.09.011

Cited by 23 publications

(40 citation statements)

References 78 publications

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“…The understanding of the SIC was assessed in a domain-general manner because children in Grades 3 and 4 have not yet taken specific science lessons in school. It can be implemented, for instance, for the measurement of elementary school children’s science competencies or to evaluate the effectiveness of science interventions for gifted or talented students (see Schiefer et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…To investigate the construct and criterion validity of the scores from the instrument, we explored the latent factor structure of the items, and the relations between children’s SIC performance and their cognitive abilities as well as epistemic beliefs in the domain of science. The SIC test can be used, for instance, to assess students’ science competencies outside the regular school curriculum or to evaluate science courses and enrichment programs for gifted or talented children (see Schiefer, Golle, Tibus, Trautwein, & Oschatz, 2017).…”

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confidence: 99%

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Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle

Schiefer

Golle

Tibus

et al. 2019

Journal of Advanced Academics

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Scientific reasoning abilities are already developing in elementary-school-aged children and enable them to understand the world around them. The goal of the current study was to develop a new instrument for 8-to 10-year-old children in Grades 3 and 4 to measure their understanding of the steps of the scientific inquiry cycle (SIC). Such an understanding is essential for scientific reasoning as well as for inquiry-based learning approaches and, above all, for scientific practice. We developed and applied 15 items in a sample of 878 third-and fourth-grade students (n = 434, Grade 3; n = 435, Grade 4). As confirmed by item response theory (IRT) modeling, the items produced reliable scale scores. Furthermore, we explored the relations between children's SIC performances, cognitive abilities, and epistemic beliefs. As expected, intelligence, text comprehension, experimentation strategies, and sophisticated epistemic beliefs were positively associated with children's SIC performance, a finding that helps to establish initial evidence for the construct validity of the SIC test scores.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle

Schiefer

Golle

Tibus

et al. 2019

Journal of Advanced Academics

Self Cite

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“…Thus, it can be said that learning using the kit of science for kids can make a positive contribution to increasing understanding of teaching material. The provision of learning models that are in accordance with the material effectively can increase the understanding of Natural Sciences (Schiever, 2017). This is because during the learning process students are required to find, process, and form their own theories based on the experiments they do, so they unconsciously practice understanding the teaching material.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Using Kit of Science for Kids to Elementary School Students’ Concept Mastery

Gumala

Nurkaeti

Aryanto

et al. 2020

pej

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This research was conducted to determine the increase in concept mastery of primary school students' teaching material through the use of media kits of science for kids. The research method used was quasiexperimental research using the matching only pretest and posttest control group design. The learning process uses the media kit of science for kids and the traditional learning media is used as a comparison. Learning takes place during four meetings, each learning process is carried out observing the implementation of learning activities. Research subjects were 55 students consisting of 28 students using the media kit of science for kids and 27 students with traditional learning media. The research instrument uses multiple-choice tests for concept mastery. The data analysis technique used n-gain mean data and non-parametric test t-test. The value of n-gain in class with a kit of science for kids media is 0.47 while in class with traditional learning media is 0.26. The results showed that an increased understanding of the material using the kit of science for kids was higher than students who received traditional learning media.

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“…Science learning in elementary schools is expected to be a vehicle for students to learn about themselves and their natural surroundings and apply them in their daily lives (Huang et al, 2020). Science learning is not only memorizing but requires understanding concepts (Schiefer et al, 2017). Learning science aims to master complex and meaningful science concepts for students through learning activities (Yadav et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Learning Video: Efforts to Improve the Quality of Natural Resource Learning for Elementary School Students

Kusumawati

Jayanta

Sukmana

2021

International j.of Elementary Education

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The low student learning outcomes are caused by the lack of learning media that can motivate students to learn. Therefore, it is necessary to develop learning media that can increase student learning motivation. This study aims to produce products in the form of learning video media on science content, especially natural resource materials. This research is a Research & Development research based on the Borg & Gall model. The subject in this research is learning video media, with the validity of the media as the object of research. This study involved one learning material expert, one instructional media expert, one instructional design expert, and field test preparation (one teacher and six students). The data collection method used questionnaires and questionnaires which were then analyzed using quantitative descriptive analysis. The results of this study indicate that from the aspect of learning materials, aspects of learning media, and aspects of learning design, the qualifications are very good with a percentage of 96.1%. From the aspect of field testing, this media preparation has very good qualifications with a percentage of 97.4%. It was concluded that the learning video media developed was suitable for use in science content, especially natural resource materials in grade IV SD. Therefore, it is recommended to use video media as an alternative in improving the quality of learning natural resource materials in the fourth grade of elementary school.

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Elementary school children’s understanding of science: The implementation of an extracurricular science intervention

Cited by 23 publications

References 78 publications

Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle

Scientific Reasoning in Elementary School Children: Assessment of the Inquiry Cycle

The Influence of Using Kit of Science for Kids to Elementary School Students’ Concept Mastery

Learning Video: Efforts to Improve the Quality of Natural Resource Learning for Elementary School Students

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