How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model

Arízaga, María Paz Gómez; Bahar, A. Kadir; Maker, C. June; Zimmerman, R. H.; Pease, Randy

doi:10.12973/eurasia.2016.1209a

Cited by 23 publications

(24 citation statements)

References 46 publications

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“…The PBL Model has five syntaxes, namely: directing students to problems, organizing students to learn, helping independent and group investigations, developing and presenting artifacts and exhibits, and analyzing and evaluating problem-solving processes (Arends, 2012). Characteristics of the PBL Model are designed to help students improving their inquiry skills and problem-solving skills, social behavior and skills according to the role of adults, as well as independent learning skills for the investigation of everyday life issues (Arends, 2012;Arizaga, Bahar, Maker, Zimmerman, & Pease, 2016;Nilson, 2016). The PBL Model begins with a complex real life (Ledesma, 2016), unstructured, and involves interdisciplinary content (Loucky, 2017), engages in collaborative teaching to manage an increasingly diverse student population (Guilherme, Faria, & Boaventura, 2016;Kang, Kim, & Lee, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

Jatmiko

Prahanı

Munasir

et al. 2018

JBSE

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Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this. Keywords: basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers, and PBL model.

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Section: Introductionmentioning

confidence: 99%

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

Jatmiko

Prahanı

Munasir

et al. 2018

JBSE

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“…Because with problem-based learning, students will feel to be as if they are directly involved in the case. Gomez-arizaga [11] students enjoy with the learning activities where they are being involved directly because they have the opportunity to create, share, and realize their ideas.…”

Section: Resultsmentioning

confidence: 99%

Student’s Attitude Toward Science: as Impact of Using Student Created Case Studies Method

Wafi¹,

Wuryadi²

2019

Proceedings of the Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August

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The observation results at X IPA class in SMAN 1 kalasan are student's interest in biology getting low and their attitude toward science in Biology tend to be negative. This study aimed to know the effectivity of student created case method in improving attitude toward science. This study employed a quasi-experimental with a pretest and post-test control group design. The population of the study was X IPA SMA 1 Kalasan students. Independent t-test and N-gain test was used for the data analysis technique. The results of the Independent t-test analysis showed sig. (2-tailed) 0,000 that means H0 was rejected, the N-gain test analysis in the control class had a value of 0.04 while the experimental class had a value of 0.24. The data analysis showed that the student created case studies method is effective to improve student's attitude toward science in kingdom plantae materia.

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“…Students' depiction of themselves as happy implies that they are happy in science classes. Gomez-Arizaga et al (2016) examined the perceptions of third -grade students about science classes through their drawings. Their studies depicted that a clear majority of the children (76%) illustrated themselves with a happy face, while none of them illustrated themselves with an unhappy face.…”

Section: Discussionmentioning

confidence: 99%

The Science Learning Environment Primary School Students' Imagine

Şahin

2020

JBSE

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This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students’ drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. Keywords: classroom environment, learning environment, science class, science teaching, student drawings.

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How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model

Cited by 23 publications

References 46 publications

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

The Comparison of or-Ipa Teaching Model and Problem Based Learning Model Effectiveness to Improve Critical Thinking Skills of Pre-Service Physics Teachers

Student’s Attitude Toward Science: as Impact of Using Student Created Case Studies Method

The Science Learning Environment Primary School Students' Imagine

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