Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

Choirunnisa, Nadia Lutfi; Prabowo, Prayudi Setiawan; Suryanti, Suryanti

doi:10.1088/1742-6596/947/1/012021

Cited by 15 publications

(15 citation statements)

References 4 publications

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“…They have lack of planning, implementation, and revision skills during the problem solving. Some scholar tell us that 5E and 7E method can be used in many activities such as interactive simulation (Sarı et al, 2017), science process skills (Choirunnisa et al, 2018) and other ways. Other than that, through mobile applications also can effect the students ability through 5E learning (Siwawetkul & Koraneekij, 2018).…”

Section: Content-analysis On Problem Solving Methods Strategies and Activities And Its Challengementioning

confidence: 99%

SLR: The Implementations of Problem-Solving Method Using Polya, 5e, 7e Method and Its Challenge to Cope With 21st Century Learning

Sauki¹,

Talib²

2020

IJARBSS

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This study presents a systematic literature review on the implementation of Problem Solving Method in HOTS questions. The main objective for this study is to identify the suitable problem solving method to implement in HOTS questions. We consider factors such as publication year, learner type and challenges in the implementation. The full ranges of Dimensions, Scopus, Emerald, Science Direct journals are surveyed and a total 15 research articles were selected for analysis. The analysis reveals that, while different field applies different strategies of problem solving method such as problem based learning, Polya's Model, 5E Model and 7E Model, most of them share similar activities in implementing the problem solving method in higher order questions. These findings act as a new skill in implementing problem solving method in higher order questions.

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Section: Content-analysis On Problem Solving Methods Strategies and Activities And Its Challengementioning

confidence: 99%

SLR: The Implementations of Problem-Solving Method Using Polya, 5e, 7e Method and Its Challenge to Cope With 21st Century Learning

Sauki¹,

Talib²

2020

IJARBSS

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“…Therefore, it is vital to plan and implement effective science teaching in early childhood, which is important for science education and enhancing children's SPS (Carey, 2009). In addition, Choirunnisa et al (2018) conducted an experimental study with primary school students to describe the effectiveness of 5E model-based learning instructions to improve students' SPS. The result of the study showed that the percentage of students' SPS test results increased after the 5E model-based instructions.…”

Section: Enhancing the Knowledge Used In Science Process And Spsmentioning

confidence: 99%

“…In addition, Choirunnisa et al (2018) conducted an experimental study with primary school students to describe the effectiveness of 5E model–based learning instructions to improve students’ SPS. The result of the study showed that the percentage of students’ SPS test results increased after the 5E model–based instructions.…”

Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Buldu

2021

Sage Open

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The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.

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“…Rozvíjať SVP u žiakov je možné tým, že im zabezpečíme také učebné situácie, ktoré umožnia získavať skúseností s ich uplatňovaním (Padilla, 1986;Vartak et al, 2013;Lapitková, 2016), doplnené o získavanie bezprostrednej spätnej väzby alebo možnosti analyzovať vlastnú činnosť (Taylor et al, 2009). Pozitívny vplyv systematickej práce na rozvoji SVP potvrdzujú mnohé výskumy na rôznych stupňoch vzdelávania (Lati et al, 2012;Durmaz & Mutlu, 2016;Rokos & Vomáčková, 2017;Choirunnisa et al, 2018 a ďalší). Lati a kol.…”

Section: Kontext Výskumuunclassified

Vplyv výskumne ladeného prístupu na rozvoj spôsobilostí vedeckej práce žiakov nižšieho sekundárneho stupňa vzdelávania

Kotuľáková¹,

Dlholucký²,

Palicová³

et al. 2020

sciED

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Kurikulárne dokumenty zdôrazňujú dôležitosť poznania prírodovedných konceptov i rozvoja spôsobilostí vedeckej práce (SVP) ako nástrojov potrebných na zmysluplné porozumenie vedeckým konceptom. Zdá sa, že dôležitú úlohu v tomto procese zohráva výskumne ladený prístup k prírodovednému vzdelávaniu. Cieľom nášho výskumného šetrenia bolo zistiť vplyv takto upraveného prírodovedného obsahu na rozvoj SVP žiakov, ktorí nemali žiadnu predchádzajúcu skúsenosť s vyššie uvedeným spôsobom učenia sa (experimentálna skupina) a výsledky porovnať s úrovňou SVP žiakov, ktorí používali tradičný materiál (učebnice) a v našom vzdelávacom kontexte stále dominantné deduktívne na učiteľa orientované vyučovanie (kontrolná skupina). Výskumu sa zúčastnilo 80 žiakov ôsmeho ročníka základnej školy. Analyzovali sme pracovné záznamy žiakov experimentálnej skupiny. Po intervencii obe skupiny absolvovali test s konceptuálnymi úlohami mapujúcimi úroveň SVP. Výsledky ukázali výrazný vplyv výskumne ladeného prístupu na rozvoj SVP žiakov, predovšetkým tých, ktoré dosahovali na začiatku veľmi nízku úspešnosť, a to spôsobilosti navrhovať postupy na overenie formulovanej hypotézy a spôsobilosti usudzovať. Identifikovali sme tiež spoločné charakteristiky problematických SVP. Zistenia prispievajú do diskusie o opodstatnenosti investovania do procesuálnej stránky prírodovedného vzdelávania.

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Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

Cited by 15 publications

References 4 publications

SLR: The Implementations of Problem-Solving Method Using Polya, 5e, 7e Method and Its Challenge to Cope With 21st Century Learning

SLR: The Implementations of Problem-Solving Method Using Polya, 5e, 7e Method and Its Challenge to Cope With 21st Century Learning

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Vplyv výskumne ladeného prístupu na rozvoj spôsobilostí vedeckej práce žiakov nižšieho sekundárneho stupňa vzdelávania

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