Investigating the Science Process Skills in Cycle 3 National Science Textbooks in Lebanon

Zeitoun, Samar; Hajo, Zeina

doi:10.12691/education-3-3-3

Cited by 16 publications

(11 citation statements)

References 9 publications

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“…In line with Triatno's opinion, Kazeni (2005) reveales that the development of science skills enables students to acquire the skills needed to solve daily problems. Likewise the opinion of Zeitoun and Hajo (2015) states that science process skills are important indicators for students in solving problems. Therefore, students need to master science process skills.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Science Process Skills on Science Learning in Primary School

Widyaningsih¹,

Gunarhadi²,

Muzzazinah³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Science process skills are very important to be developed in science learning because helps students develop their thoughts to make discoveries, therefore they can be assisted using scientific concepts. Science process skills become the provisions of students to develop and obtain new knowledge or knowledge they already have. Science process skills are divided into two namely basic process skills and integrated process skills. This study aims to describe the science process skills of fourth-grade primary school students which amounts to 29. This study only examines students' basic process skills which include observing, making hypotheses, planning experiments, conducting experiments and interpreting data.This type of research was qualitative research using data collection techniques, namely observations, interviews, and tests. Observations and interviews were conducted with teachers and fourth-grade students. The form of the test given is a multiple choice test to measure students' science process skills. Data analysis was performed using the analysis interactive model. The results of the study show that students achieve aspects observing 43%, aspects of making hypotheses by 62%, experimenting aspects by 34.5%, aspects of conducting experiments by 48%, and aspects of interpreting data by 19% are complete. Based on the results of the research shown in this process, fourth grade students are still relatively low.

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Section: Introductionmentioning

confidence: 99%

Analysis of Science Process Skills on Science Learning in Primary School

Widyaningsih¹,

Gunarhadi²,

Muzzazinah³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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“…The application of modeling in the teaching of natural sciences is widely used in foreign schools (Afzal, Safdar & Ambreen 2015;Gaidule & Heidingers, 2015;Wee & Leong, 2015), especially when organizing problem training (Ageorges, Bacila, Poutot & Blandin, 2014;Kipkorir, 2015;Zeitoun & Hajo, 2015;Schütte & Köller, 2015).…”

Section: Means Of Data Analysis and Visualizationmentioning

confidence: 99%

Pedagogical Integration As The Method Of Constructing Cross-Curriculum Modules Of Training Courses

Mashinyan¹

2018

The European Proceedings of Social and Behavioural Sciences

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The authors of the article present the significance of cross-curriculum modules in Russia and abroad in obtaining a new quality of education: a holistic perception of the world, the assimilation of universal educational activities, meta-subject competencies. The possibilities of pedagogical integration in the formation of cross-curriculum modules of physics and computer science have been analyzed. The intercross-curriculum module as a didactic superstructure over the learning subjects necessary for the formation of meta-subject competencies is determined. The list of cross-curriculum modules of physics and computer science for general education, obtained on the basis of the method of inter-structural integration -the integration of methods and means of computer science with the content of the course of physics has been provided. The following cross-curriculum modules are shown: "Modeling in physics" and "Tabular information model of the domain" Dynamics", "Solving tasks on the laws of conservation and momentum of energy using the computer ","Creating algorithms and spreadsheets of oscillatory motion", "Creating a website layout on topic "Atomic and nuclear physics". The content of the crosscurriculum module "Graphical Information Models of Mechanical Motion" is revealed. Examples of graphic information models of mechanical motion and tasks necessary for their learning by students are provided. Methodical possibilities of inclusion of cross-curriculum modules in the system of teaching physics and computer science in general education are explained. It is shown how the study of these modules leads to the formation of meta-subject competencies in students, which proves the advantages of integrated modules over traditional teaching.

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“…Technological advances have not necessarily reduced the need for abstracting; in fact, the opposite is true: the growth of the Internet has created a growing need for a variety of ways of filtering information, the pièce de résistance of which is abstracting. As a result, these courses have become actual laboratory circumstances in which action research is used to explore aspects relevant to knowledge literacy [6], [7].…”

Section: Introductionmentioning

confidence: 99%

Instrument Development for Information Literacy Assessment through Analysis and Synthesis Skills in Post Covid Higher Education

Irhandayaningsih

2021

E3S Web Conf.

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Information literacy is a collection of skills in accessing, analyzing, and utilizing information. These skills become very important in a life that is flooded with information in print and digital form. Information literacy skills have also become an integral part in schools and education, but information literacy is still abstract so it is difficult to measure. This study aims to interpret the reference standards contained in the Framework for Information Literacy for Higher Education by the Association of College and Research Libraries (ACRL) and develop instruments to measure information literacy skills, as well as validate instruments. This instrument aims to assess the ability to analyze and synthesize abstract scientific writings, through the criteria, namely (i) selection of information sources, (ii) selection of topics, (iii) evaluation of topics, and (iv) citation skills. The instrument validation uses action research methods involving 120 undergraduate students consisting of first year students and final year students.

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Investigating the Science Process Skills in Cycle 3 National Science Textbooks in Lebanon

Cited by 16 publications

References 9 publications

Analysis of Science Process Skills on Science Learning in Primary School

Analysis of Science Process Skills on Science Learning in Primary School

Pedagogical Integration As The Method Of Constructing Cross-Curriculum Modules Of Training Courses

Instrument Development for Information Literacy Assessment through Analysis and Synthesis Skills in Post Covid Higher Education

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