Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Ostermeier, Christian; Prenzel, Manfred; Duit, Reinders

doi:10.1080/09500690802535942

Cited by 57 publications

(30 citation statements)

References 38 publications

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“…Bahan ajar yang digunakan telah meningkatkan motivasi, minat, serta rasa percaya diri (Lee, 2004;Ostermeier, 2010;Trna, Trnova, & Sibor, 2012). Peningkatan pengetahuan inkuiri sebagai dampak Diklat yang diperoleh dari penggunaan bahan ajar berpengaruh terhadap keyakinanguru mengajar IPA berbasis inkuiri di dalam kelas (Saad & Bou Jaoude, 2012).…”

Section: Pembahasanunclassified

Implementasi Bahan Ajar Ipa Berbasis Inkuiri Dalam Diklat Inkuiri Berjenjang

Susilawati

2017

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Abstrak. Penelitian ini bertujuan untuk mengetahui hasil pengimplementasian bahan ajar IPA berbasis inkuiri dalam diklat inkuiri berjenjang yang meliputi jenjang dasar dan jenjang lanjut. Penelitian menggunakan pendekatan deskriptif kuantitatif.Pengambilan data dilakukan terhadap 36 guru IPA dari sembilan SMP yang dipilih secara purposive sample. Pengumpulan data dilakukan lewat observasi pembelajaran dan wawancara. Analisis data dilakukan dengan cara deskriptif kuantitatif. Hasil menunjukkan bahwa bahan ajar IPA berbasis inkuiri yang diimplementasikan dalam Diklat inkuiri berjenjang telah mendukung pemikiran dan pertanyaan kritis karena pembelajaran menekankan pada proses penyelidikan yang difasilitasi melalui kegiatan yang bervariasi. Pembelajaran juga menekankan pada prinsip pemahaman materi yang dipelajari.Kata Kunci: bahan ajar IPA berbasis inkuiri, pendidikan dan pelatihan, inkuiri berjenjang THE IMPLEMENTATION OF INQUIRY-BASED SCIENCE LEARNING MATERIAL IN THE REAL INCREMENTAL INQUIRY TRAININGAbstract. The purpose of this study is to reveal the outcomes of the implemention of inquiry-based science learning material in the Real Incremental Inquiry Training (RIIT) which covers basic and advanced levelS.The study utilized descriptive quantitative approach. The data were collected from August to October 2014. A total of 36 teachers from nine secondary schools were selected through purposive sampling. Observasion sheet and interviews were used to collect data. Results reveal that inquiry-based science learning material improve teachers's ability in thinking and asking questioning critically as in the learning process teachers are motivated through various investigation and activities. Keywords: inquiry-based science learning material, real incremental inquiry training PENDAHULUANBahan ajar merupakan salah satu komponen di dalam proses belajar mengajar disamping komponen guru dan siswa. Untuk membantu memudahkan guru dalam menyampaikan pelajaran khususnya IPA diperlukan buku sebagai pedoman yang sesuai dengan aturan. Pemilihan rincian materi ajar haruslah mempertimbangkan program pemerintah, struktur disiplin ilmu, kemampuan siswa, pentingnya bagi siswa, aktivitas siswa, kendala waktu, dan sumber-sumber lokal (Collete, dkk, 1994). Kenyataan menunjukkan, di sekolah-sekolah tidak terlalu banyak ditemui buku sumber yang dapat dijadikan sebagai alternatif acuan bagi guru untuk dapat menyampaikan materi IPA secara tepat. Bahkan kebanyakan sekolah kekurangan suplai materi pembelajaran IPA.

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Section: Pembahasanunclassified

Implementasi Bahan Ajar Ipa Berbasis Inkuiri Dalam Diklat Inkuiri Berjenjang

Susilawati

2017

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“…What may work in one context does not necessarily work well in another educational context. Research into what makes TPD initiatives successful indicate that teachers generally need to experience new approaches for teaching within a carefully designed framework (Ostermeier, Prenzel and Duit 2010). Susan Loucks-Horsley, Katherine Stiles, Susan Mundry, Nancy Love, and Peter Hewson (2010, pp.…”

Section: Inquiry As a Content In Teacher Professional Developmentmentioning

confidence: 99%

“…In all efforts to reform science education, teachers are key actors, and their professional knowledge, experiences and judgements must be taken into consideration to make any reform program successful (Ostermeier et al 2010). According to Christian Ostermeier, Manfred Prenzel and Reinders Duit (2010), TPD can serve as a vehicle to convey researchbased educational knowledge into classrooms.…”

Section: Implementation Of Inquiry-based Science Education In…mentioning

confidence: 99%

“…Fouad Abd-El-Khalik, Saouma BouJaoude, Richard Duschl, Norman G. Lederman, Rachel Mamlok-Naaman, Avi Hofstein, Mansoor Niaz, David Treagust and Hsiao-Lin Tuan (2004) conclude that the notion of inquiry in science education is one of the few overarching themes that cut across school curricula all over the world. A conclusion that might be drawn from those studies is that the learning outcomes are more related to the way in which IBSE is conducted, the contexts of the implementation of IBSE, and how well the teachers are able to scaffold the students' learning rather than related to the use of IBSE as such (Ostermeier, Prenzel and Duit 2010).…”

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confidence: 99%

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Implementation of inquiry-based science education in different countries: some reflections

Rundgren

2017

Cult Stud of Sci Educ

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In this forum article, I reflect on issues related to the implementation of inquirybased science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of 'soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more longlasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

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“…The natural science training was part of nationwide large-scale programs of science education in Germany, including more than 850 primary schools (Ostermeier, Prenzel, & Duit, 2010).…”

Section: Schools and Participantsmentioning

confidence: 99%

Effects of music and natural science training on aggressive behavior

Roden

Zepf

Kreutz

et al. 2016

Learning and Instruction

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a b s t r a c tExtended music lessons have been suggested to reduce stress responses, and to increase well-being in primary school children. We investigated this assumption with regard to the provocation of aggressive behavior in primary school children (N ¼ 34; 7e8 years of age). A computerized modified version of the Point-Subtraction Aggression Game ('Stimulated Aggression by Virtual Opponent'; SAVO) was used in this sample. Self-report (Positive and Negative Affect Schedule, PANAS) and physiological measures including systolic blood pressure (SBP), diastolic blood pressure (DBP), heart rate (HR), and saliva cortisol concentrations were recorded before, during, and after the SAVO task. For the following 18 months, one group of children received weekly sessions of extended instrumental music lessons (n ¼ 14; music group), while a control group received natural science training (n ¼ 20; control group). A set of repeated measures analyses of variance (ANOVAs) did not show any differences in physiological measures between groups. Moreover, only children in the control group, but not music children, showed a significant increase of reactive aggressive behavior after the SAVO task. These results suggest that music training positively modulates reactive aggressive behavior in primary school children.

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Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development

Cited by 57 publications

References 38 publications

Implementasi Bahan Ajar Ipa Berbasis Inkuiri Dalam Diklat Inkuiri Berjenjang

Implementasi Bahan Ajar Ipa Berbasis Inkuiri Dalam Diklat Inkuiri Berjenjang

Implementation of inquiry-based science education in different countries: some reflections

Effects of music and natural science training on aggressive behavior

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