How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

Raviv, Ayala; Cohen, Shai; Aflalo, Ester

doi:10.1007/s11165-017-9618-2

Cited by 40 publications

(29 citation statements)

References 25 publications

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“…Today, new national educational standards (KMK 2005) replace these long-established methods and raise hope of more practical approaches to science teaching. However, one must bear in mind that some schools may lack the financial means to build and stock laboratories (e.g., Raviv et al 2019) which may require expensive and specialist equipment.…”

Section: Introductionmentioning

confidence: 99%

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

et al. 2020

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The integration of scientific modeling into science teaching is key to the development of students’ understanding of complex scientific phenomena, such as genetics. With this in mind, we conducted an introductory hands-on module during an outreach gene technology laboratory on the structure of DNA. Our module examined the influence of two model evaluation variants on cognitive achievement: Evaluation 1, based on students’ hand-drawn sketches of DNA models and two open questions, and evaluation 2, based on students’ own evaluations of their models in comparison to a commercially available DNA model. We subsequently subdivided our sample (N = 296) into modellers-1 (n = 151) and modellers-2 (n = 145). Analyses of cognitive achievement revealed that modellers-2 achieved higher scores than modellers-1. In both cases, low achievers, in particular, benefitted from participation. Assessment of modellers-2 self-evaluation sheets revealed differences between self-evaluation and independent reassessment, as non-existent model features were tagged as correct whereas existent features were not identified. Correlation analyses between the models’ assessment scores and cognitive achievement revealed small-to-medium correlations. Consequently, our evaluation-2 phase impacted students’ performance in overall and model-related cognitive achievement, attesting to the value of our module as a means to integrate real scientific practices into science teaching. Although it may increase the workload for science teachers, we find that the potential scientific modeling holds as an inquiry-based learning strategy is worth the effort.

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Section: Introductionmentioning

confidence: 99%

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

et al. 2020

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“…In this sense, methodologies such as group work would be approached, which influences not only the content and academic performance but also social relations [59]. However, despite the positive benefits of group work [59,60], this assessment should be studied because it is not without difficulties considering that the teacher must be competent in their organization and management of the space [61]. Therefore, considering the findings of this study on the functioning of future teachers' minds in terms of self-efficacy, instruction on classroom management and organization must be promoted from the Faculties of Education.…”

Section: Discussionmentioning

confidence: 99%

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

Flores

Esteve-Faubel

et al. 2020

Sustainability

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High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.07 and 1.09, respectively) and less for those with personal discomfort (OR = 0.17). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

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“…Students are very accustomed to doing practicum activities so that the skills in these aspects are on average good and very good. Students who are accustomed to practicum activities will have better motoric skills [34] [35] [36]. Activities in the context of this research include direct and indirect observation, symbolic language, and scale awareness.…”

Section: Resultsmentioning

confidence: 99%

Development of Current Stick Teaching Aids to Improve Students' Generic Science Skills

Khoiri

Huda

Saefan

et al. 2021

J. Ilmu. Pend. Fisika

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The study aimed to develop the Current Stick teaching aids and determine its effectiveness to improve students’ generic skills. The type of research is development research which involved 180 students of class X SMAN in Blora were chosen through cluster random sampling. The instrument used to collect the data was a validated question sheet from the assessment of students’ practicum report in using Current Stick teaching aids and the observation sheet. The instruments were addressed to students from the control class and experimental class. The obtained data were tabulated and analyzed by using t-test. The result shows that the experimental class achieved an average percentage of generic science skills of 77.2%, while the control class reached 66.4%. It reveals that the difference in the percentage of generic science skills is the result of using Current Stick teaching aids. Based on the results and discussion, it was found that the development of Current Stick teaching aid is effective to improve students' Generic Science skills.

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How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

Cited by 40 publications

References 25 publications

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

Self-evaluative Scientific Modeling in an Outreach Gene Technology Laboratory

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

Development of Current Stick Teaching Aids to Improve Students' Generic Science Skills

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