Journal of Science Learning
Journal of Science Learning (JSL) (ISSN 2614-6568) is an open access and peer-reviewed journal published by Universitas Pendidikan Indonesia. The work collaborates with Indonesian Society for Science Educators. It serves original articles on the latest issues and trends in high quality research and theoretical position papers concerning preservice and in-service education of science teachers. The article offers ways to improve classroom science teaching and learning, and professional development. JSL is a triangual journal issued on March, July, and November.
Articles
10 Documents
Search results for
, issue
"Vol 4, No 1 (2020): Journal of Science Learning"
:
10 Documents
clear
<![CDATA[Determining Secondary School Students’ Knowledge and Awareness about Antarctica ]]>
<![CDATA[Nazihan Ursavas]]>;
<![CDATA[Raif Kandemir]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.27537
<![CDATA[Antarctica has been an object of interest for a long. It is considered important to increase individuals awareness and knowledge about Antarctica. The accuracy of individuals’ scientific knowledge plays an important role in creating the awareness. In this study, the 349 secondary school students’ knowledge and awareness about Antarctica was determined quantitatively with a questionnaire. Nineteen questions, including current topics were prepared. that addressed from biological geographic and climatic perspectives. According to the findings, 40% of the students thought Antarctica is in the North Pole, 42.6% thought polar bears and penguins live together; 46.6% thought Antarctica is best visited during summer months, 70.5% thought most glaciers are located in the northern hemisphere. Based on these findings, it can be said that students have inadequate and alternative conceptions about Antarctica. Studies can be conducted to determine how best to increase students’ awareness.]]>
<![CDATA[The Effect of Common Knowledge Construction Model-based Teaching on the Cognitive and Psychomotor Learning of 7th Grade Students ]]>
<![CDATA[Barış Özden]]>;
<![CDATA[Nilgün Yenice]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.25607
<![CDATA[This study aimed to investigate the effect of science teaching, based on the Common Knowledge Construction Model (CKCM), on cognitive and psychomotor learning in 7th-grade students. The study group consisted of 29 students from two public schools affiliated with the Ministry of National Education in the 2018-2019 academic year. The study was carried out following a semi-experimental pre-test post-test control group research design. The data were collected with a “Scientific Inquiry Skills Test,” and a “Psychomotor Skills Rubric” (PSR) developed by the researchers. The PSR was used to evaluate the practice exam results of both groups. Data were analyzed with a standard statistics package. It was determined that the scientific inquiry skills post-test scores of the experimental group (X=15.87) were higher than the control group (X=10.92). The difference was observed to be significant. Also, a comparison of the total post-test PSR scores showed a statistically significant difference between the experimental (X=15.44) and control groups (X=13.30).]]>
<![CDATA[Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course ]]>
<![CDATA[Nur Akcanca]]>;
<![CDATA[Lale Cerrah Özsevgeç]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.24672
<![CDATA[This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.]]>
<![CDATA[Analysis of Pre-Service Science Teachers’ Heuristic Reasoning Processes about Hydrogen Bonding ]]>
<![CDATA[Gülen Önal Karakoyun]]>;
<![CDATA[Erol Asiltürk]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.23737
<![CDATA[The purpose of this research was to determine the heuristics used by pre-service science teachers in understanding the details of hydrogen bonding. The reasoning processes demonstrated were evaluated based on ten heuristic models suggested by Talanquer (2014). Phenomenographic assessment of the 30 participants indicated that all ten heuristics were utilized to make interpretations about hydrogen bonding. It was found that most students used short-cut strategies rather than efficient analytical reasoning processes. A total of 12 answer patterns were determined based on the answers of the participants. The percentage of students who gave the correct answer was low. The frequency sequencing of participants' heuristics demonstrated in this study was fluency, associative activation, recognition, one-reason decision making, attribute substitution, overconfidence, surface similarity, generalization, rigidity, and affect.]]>
<![CDATA[Using the Word Association Test to Examine Life Skills Cognitive Structures of Pre-Service Science Teachers ]]>
<![CDATA[Merve Bahar Alaca]]>;
<![CDATA[Havva Yaman]]>;
<![CDATA[Sibel Er Nas]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.25441
<![CDATA[Science teachers, while teaching their students the science concepts, should also be teaching life skills. To ensure that future science teachers are competent to teach these skills, it can help assess the cognitive structures they hold as pre-service teachers. The current study aimed to reveal the cognitive structures and conceptual knowledge status of pre-service science teachers related to life skills. The participants were 165 pre-service teachers studying at the Department of Elementary Science Education at a public university in Turkey. A word association test (WAT) using six keywords (Communication, teamwork, entrepreneurship, creativity, decision making, analytical thinking) about life skills was developed. The gathered data was analyzed with the interslice distance technique and a descriptive analysis method. The results suggest that pre-service science teachers do not have the cognitive structures to produce enough answer words about life skills. It is suggested that elective undergraduate courses that allow students to recognize and internalize these skills can be introduced or increased in pre-service teaching programs.]]>
<![CDATA[Improving Pre-Service Science Teachers’ Content Knowledge and Argumentation Quality through Socio-Scientific Issues-Based Modules: An Action Research Study ]]>
<![CDATA[Nurcan Tekin]]>;
<![CDATA[Oktay Aslan]]>;
<![CDATA[Süleyman Yılmaz]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.23378
<![CDATA[This paper aimed to assess improvements in content knowledge and argumentation quality of pre-service science teachers (PST) through a socio-scientific issues-based (SSI-based) module course. The study was designed as action research with 25 PSTs. Data collection instruments were an energy-related content knowledge questionnaire and video recordings. An energy-related content knowledge rubric was used to evaluate the content knowledge of PSTs, while their argumentation quality was analyzed using a video analysis inventory. The module course was completed in eight weeks. Findings showed that the SSI-based teaching modules course improved energy-related content knowledge with all PSTs increasing by a minimum of one criterion on the rubric. Although the number of arguments decreased weekly, the argumentation quality also increased. Thus, it can be inferred that SSI-based module teaching is a practical tool to teach energy-related content knowledge and argumentation qualities. The study suggests that action research can contribute to developing an effective learning environment. Further studies that include the actual practices of PSTs as they reflect and revise their learning are indicated.]]>
<![CDATA[Investigating Turkish Pre-service Science Teachers’ Moral Reasoning in Genetics related Socioscientific Issues ]]>
<![CDATA[Ümran Betül Cebesoy]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.28155
<![CDATA[In this study, Turkish pre-service science teachers' moral reasoning patterns and the factors which influence their decisions while discussing genetics-related socio-scientific issues (SSI) were investigated. A basic qualitative approach was adopted for this purpose. Seven third-grade pre-service science teachers enrolled in the study. Semi-structured interviews for different genetics related SSI were conducted. The results revealed that decisions were generally based on the consequences of genetic applications (consequentialist) or based on moral principles or prescripts (principle-based). Most participants used consequence-based moral reasoning in their decisions, while principle-based moral reasoning was less used. They also used emotion-based moral reasoning. Their decisions were influenced by emotions, including empathy or sympathy toward the characters, or the unborn baby, in the scenarios. Additional and varied factors, including legal, ethical, economic, and technological concerns, were revealed as influential. Participants' decisions were also shaped by their own experiences, media resources, and faith in science. The implications for science teacher education programs are discussed.]]>
<![CDATA[Integrating Living Values Education by Bridging Indigenous STEM Knowledge of Traditional Salt Farmers to School Science Learning Materials ]]>
<![CDATA[Muhamad Imaduddin]]>;
<![CDATA[Noor Indah Simponi]]>;
<![CDATA[Rizqi Handayani]]>;
<![CDATA[Eny Mustafidah]]>;
<![CDATA[Chatree Faikhamta]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.29169
<![CDATA[The lack of bridges between formal science taught in schools and indigenous STEM knowledge is a problem that leads to the abandonment of cultural values and local wisdom. This article aimed to (1) describe the traditional salt production process by farmers and their living values education (LVE), and (2) transform indigenous STEM knowledge into scientific knowledge that can be applied to school science learning. This research was conducted in Central Java, Indonesia using observation, interviews, and literature and document review. A qualitative, ethnographic approach revealed that the traditional salt production process includes (1) draining the land; (2) making plots; (3) draining the pond plots; (4) compaction of the land surface; (5) seawater drainage; and (6) harvesting the salt. Identifiable living values include collaboration, simplicity, happiness, responsibility, and corporation. Indigenous knowledge is found in salt farmers' understanding of the characteristics and the process of salt crystal formation and their use of traditional equipment. Indigenous STEM knowledge can be transformed into school science learning materials as an example of integrating LVE.]]>
<![CDATA[Relationships Between Teaching Experience and Teaching Ability with TPACK: Perceptions of Mathematics and Science Lecturers at an Islamic University ]]>
<![CDATA[Muhammad Haviz]]>;
<![CDATA[Ika Metiza Maris]]>;
<![CDATA[Elda Herlina]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.27327
<![CDATA[The purpose of this study was to measure Islamic university mathematics and science lecturers (IU-MSLs) perception of technological pedagogical content knowledge (TPACK) in 21st-century learning. This research utilized a quantitative method derived from a descriptive survey collected from 48 lecturers at a single university. Confirmatory factor analysis (CFA) and alpha Cronbach methods were applied to determine the quality of the instruments used in this study. Furthermore, descriptive statistics and ANOVA were used to analyze the data obtained, while correlations were used to test the hypotheses. The results showed no relationship between teaching experience (TE) and teaching ability (TA) with TPACK. In addition, there were no differences in lecturers' perceptions of TPACK based on the material being taught. This study concluded that TPACK is an essential competency for mathematics and science lecturers in an Islamic university.]]>
<![CDATA[An Enrichment Workshop using Argumentation-Based Forensic Chemistry Activities to Improve the Critical Thinking of Gifted Students ]]>
<![CDATA[Mustafa Tuysuz]]>;
<![CDATA[Ummuye Nur Tuzun]]>
<![CDATA[ Journal of Science Learning Vol 4, No 1 (2020): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/jsl.v4i1.27570
<![CDATA[This research aims to evaluate a workshop using argumentation-based forensic chemistry activities to enhance gifted students' critical thinking. A workshop program, consisting of seven argumentation-based forensic chemistry activities, was conducted with 20 students at a gifted school in Turkey. A qualitative experimental design was used. An experiment or drawing activity was first carried out. Following this step, the gifted students reconstructed the activity as an argument after an extensive group discussion. The data collected in the student-constructed arguments and evaluation were analyzed for content. The study's findings show that argumentation-based forensic chemistry activities contributed positively to these gifted students' critical thinking development.]]>
