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Halim, Lilia
National University of Malaysia
Education

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The Effects of Explicit Scientific Argumentation Instruction through Practical Work on Science Process Skills Ping, Irene Lue Leh; Halim, Lilia; Osman, Kamisah
Jurnal Penelitian dan Pembelajaran IPA Vol 5, No 2 (2019): Available Online in November 2019 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v5i2.5931

Abstract

The aim of this study was to investigate the effects of incorporating explicit instruction of scientific argumentation through practical work on 10th grade students’ skills in science process. This research used a quasi-experimental method which involved one control group and two experimental groups from two national secondary schools in the category of rural school were involved in this study. A total of 112 10th grade students from the three classrooms were assigned randomly as the conventional (CON) group, experimental group with Inquiry without Argument approach (IWA) group and the Modified Argument-Driven Inquiry approach (MADI) group. In order to evaluate the effects of intervention on the tenth-grade students, Science Process Skills Test (SPS Test) was administered as pre-test and post-test on the control and experimental groups. Data collected from the experimental study were described by means of descriptive analysis and inferential analysis involving ANOVA analyses. The results of ANOVA showed there exist significant differences in science process skills among the three groups where students in the MADI group showed better performance compared to the other groups. The results of this research have implication on researchers and practitioners keen on promoting biology science process skills through instructions of scientific argumentations given explicitly in learning environments of science practical work.
Fostering Scientific Creativity in Teaching and Learning Science in Schools: A Systematic Review Sidek, Rubaaiah; Halim, Lilia; Buang, Nor Aishah; Mohamad Arsad, Nurazidawati
Jurnal Penelitian dan Pembelajaran IPA Vol 6, No 1 (2020): Available Online in May 2020 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jppi.v6i1.7149

Abstract

Fostering creativity among the students will result in the production of a skillful workforce and human capital in the future. Creativity is a concept that has its roots in specific knowledge domains or disciplines including scientific creativity that is specific to science. This article attempts to fill the gap in understanding and identifying the factors and pedagogical approaches that influence and facilitate the effort to foster scientific creativity in science teaching and learning in schools. Thus, the questions arise of what pedagogical approaches and factors that foster students’ scientific creativity as well as support the teaching and learning in science classrooms. A systematic review of 30 studies was conducted to investigate effective interventions and variables that influence scientific creativity among students in school science classrooms. Pedagogical approaches and strategies such as teaching creative thinking techniques, problem-based, project-based, model-based, ICT-based, integrated STEM-based, and collaborative learning were found to improve scientific creativity among students. Meanwhile, students’ factors, teachers’ factors, and environmental factors were identified to facilitate the inculcation of creativity in science teaching and learning. This review suggests that the role of teachers is crucial in fostering scientific creativity in the science classrooms and there is a need to study teachers’ beliefs and practices in real settings. Also, future studies could also focus on identifying constraining factors that may hinder the fostering of scientific creativity by teachers in the classrooms.
Co-Authors Buang, Nor Aishah Mohamad Arsad, Nurazidawati Osman, Kamisah Ping, Irene Lue Leh Sidek, Rubaaiah