Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS)

Wardani, Tiara Budi; Winarno, Nanang

doi:10.17509/jsl.v1i1.8537

Cited by 13 publications

(6 citation statements)

References 5 publications

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“…In regard to science learning, teachers can involve students to make hypotheses, investigate, and analyze data to develop students' thinking (Wardani, 2017). One model of learning that is capable of developing students' thinking optimally is Predict, Observe and Explain (POE) learning model.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

2018

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Scientific learning in schools requires not only students’ ability to understand concept, but also critical thinking abilities of the students. However, the current scientific learning process is still focused on only cognitive aspects. Therefore, a teaching model or strategy that is able to support students to understand concept as well as develop students’ critical thinking abilities is needed. One of the existing needed strategies is Predict-Observe-Explain (POE). The aim of this research is to identify the effects of Predict-Observe-Explain (POE) strategy on students’ conceptual mastery and critical thinking in learning vibration and wave. The method that was used in this research was weak experiment and the design was one-group pretest-posttest. The population of this research was 8th grader students in a junior high school in Bandung. The sample of the research was 18 students. The technique that was used was purposive sampling. The results of the research were: There was enhancement in students’ conceptual mastery, indicated by average normalized gain of 0,29; There was enhancement in students’ critical thinking abilities from level 1,30 (challenged thinker) to 2,07 (beginning thinker). Students can easily predict, observe and explain waves concept have difficulties on transversal waves and longitudinal waves concepts. For the next research it is recommended that Predict-Observe-Explain (POE) is to be tried on motion, electricity and ecosystem.

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Section: Introductionmentioning

confidence: 99%

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

2018

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“…Since engaging students with laboratory activities; try to work as a scientist, conduct scientific investigations and experiments help them to improve their understanding about NOS (Wardani & Winarno, 2017;Prima, Utari, Chandra, Hasanah, & Rusdiana, 2018), watching scientists on work and discussing might have provided a development on PST understanding of NOS. For instance, on the 5.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Documentary Films on Preservice Science Teachers’ Views of Nature of Science

Ayvacı

Özbek

2019

J. Sci. Learn.

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Understanding the nature of science, one of the most important dimensions of scientific literacy, is regarded as an absolute necessity in science education. To teach students the nature of science, science teachers should emphasize the nature of science in the classrooms. This is possible through the training of science teachers with knowledge of the nature of science. In this study, documentary films were used to teach preservice science teachers about the nature of science. This study aims to investigate the effect of nature of science course conducted with documentary films on preservice science teachers’ views of nature of science. The study, in which the experimental design was used, was conducted with 30 preservice teachers in nature of science and history of science courses. Throughout the courses, documentary films were watched, and nature of science aspects of the documentary films was discussed. The Views of Nature of Science Questionnaire (VNOS-C) was used as pre-test and post-test, and the data were analyzed with SPSS. As a conclusion, preservice science teachers’ views regarding the nature of science were enhanced after the implementation.

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“…From the Table 6 and 7, it can be seen that the first group that used Argument-Driven Inquiry, the students are asked to have argument about what and why they have to do, such as arrange the procedure of experiment, filling the solution of the problem on the worksheet and argue it in class, while in the second group is different. The inquiry process itself gives more benefit to students in improving knowledge (Wardani & Winarno, 2017). The inquiry process that is supported by argumentation gives more space to the student to explore the idea.…”

Section: Making a Conclusionmentioning

confidence: 99%

Improving Students’ Sustainability Awareness through Argument-driven Inquiry

Salsabila¹,

Wijaya

Winarno

2019

J. Sci. Learn.

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Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

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Using Inquiry-based Laboratory Activities in Lights and Optics Topic to Improve Students’ Understanding about Nature of Science (NOS)

Cited by 13 publications

References 5 publications

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave

The Effect of Documentary Films on Preservice Science Teachers’ Views of Nature of Science

Improving Students’ Sustainability Awareness through Argument-driven Inquiry

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