Learning science by doing science: an authentic science process-learning model in postsecondary education

Kenny, Natasha; Li, Rui; Anikovskiy, Max; Reid, Leslie; Cramb, David T.

doi:10.1080/09500693.2018.1484966

Cited by 35 publications

(21 citation statements)

References 22 publications

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“…The ability to classify, predict, describe, distinguish the differences, and explain the concepts are salient features of science inquiry skills (Labouta et al, 2018). Conversely, Gürses et al, (2015) reported that senior high school students are not yet equipped with these science inquiry skills.…”

Section: Part B Encapsulating Learners' Meaningful Leaning Experiences In the Processmentioning

confidence: 99%

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

Lubiano¹,

Magpantay

2021

IJRES

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This study enhanced the 7E instructional model towards enriching the science inquiry skills of senior high school learners in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand participated in the study. The study was composed of three phases. In Phase I, the generated themes nature of topics, learning environment, learner-related and teacher-related issues were found to be the causes of difficulty in science inquiry skill enrichment. The learners’ meaningful learning experiences during the process were encapsulated in Phase II. Finally, Phase III used the generated themes in the enhancement of 7E instructional model promoting inquiry-based and constructive learning among senior high school learners.

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Section: Part B Encapsulating Learners' Meaningful Leaning Experiences In the Processmentioning

confidence: 99%

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

Lubiano¹,

Magpantay

2021

IJRES

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“…The Nanoscience program is an undergraduate minor program at the Faculty of Science in a research-intensive university in a North American city; it started in fall 2008. The program created opportunities for students from diverse science disciplines and at different semester levels to work in teams to undertake authentic research experiences (Labouta et al, 2018). The Nanoscience courses embody the scientific method and put the learner in the position of "a scientist" (i.e., experience of science as a method of generating and validating scientific knowledge or "learning to do authentic science") (Ciccone, 2012;Crippen & Archambault, 2012;Gurung, Chick, & Haynie, 2009;Handelsman et al, 2004;Hodson, 1992;National Research Council 1999;Shulman, 2005).…”

Section: Context: Undergraduate Nanoscience Programmentioning

confidence: 99%

Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

Kenny

Dyjur

et al. 2019

cjsotl-rcacea

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This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

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“…Skills are very important for generating new knowledge through learning activities referring to behaviors that reveal their understanding of the world (Vansteensel et al, 2017;Stender et al, 2018;Vartiainen & Kumpulainen, 2020). Students can develop scientific concepts by observing and mixing several theories so that they can become something new (Labouta et al, 2018;Solé et al, 2020;Stylinski et al, 2020). In this learning, students are required to experience for themselves, seek, try and draw conclusions from the process of the skills they perform (Kruit et al, 2018;Anna et al, 2019;Mutlu, 2020).…”

Section:  Introductionmentioning

confidence: 99%

Evaluation of Students’ Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia

Ernawati

Asrial

Perdana

et al. 2021

JPP

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Evaluation of Students' Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia. Objective: This research aims to determine the differences and the relationship between attitudes and science process skills in science learning in Batanghari Regency, namely Junior High School 34 Batanghari and Junior High School 35 Batanghari. Method: Quantitative method with associative and comparative type. The instrument in this study used a questionnaire for attitudes and an observation sheet for science process skills. Quantitative data analysis technique used random sampling with 140 students as respondents. Findings: Based on the t-test obtained sig.(2tailed) 0.048, 0.047, 0.039, 0.038 < 0.05, so there are differences in students' attitudes and science process skills. From the correlation test obtained sig. (2-tailed) of 0.035 and 0.037 < 0.05 which indicated the relationship between attitudes and science process skills. Conclusion: Differences and the relationship between students' attitudes and science process skills in science learning at Junior High School 34 Batanghari and Junior High School 35 Batanghari.

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Learning science by doing science: an authentic science process-learning model in postsecondary education

Cited by 35 publications

References 22 publications

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

Evaluation of Students’ Attitudes and Science Process Skills toward Middle School Science Subject in Indonesia

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