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.
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<![CDATA[The Effect of Using Digital Concept Cartoons in Science Lesson on Students’ Achievement ]]>
<![CDATA[Arda Danıştay Şanlıtürk]]>;
<![CDATA[Gülçin Zeybek]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32097
<![CDATA[In the digital age we live in, electronic teaching materials can effectively increase students' participation in the learning and teaching process. In addition, it is known that using visual materials in science education has a positive effect on learning in this direction. The study aims to determine the effect of digital concept cartoons in the sixth-grade science course on the academic achievement of students and the retention of what is learned in the lesson and to determine the students' views on the concept cartoons applied in the lesson. This research was carried out with sequential mixed design, one of the mixed designs in which quantitative and qualitative research methods are used. The quantitative dimension of the study was conducted with a random experimental design with the pretest-posttest control group, and the qualitative dimension was carried out with a case study design to support the quantitative data and make an in-depth analysis of the data. A significant difference in favor of the experimental group was found between the post-test and retention test mean scores of the experimental and control group students participating in the study. Based on these findings, it can be said that the use of digital concept cartoons in the sixth-grade science course "reproduction, growth, and development in plants and animals" unit is effective in ensuring academic achievement and the retention of what is learned in the lesson. This finding of the study is parallel with qualitative findings]]>
<![CDATA[Comparing Effects of Two Different Explicit–Reflective Instructions on Pre-School Prospective Teachers’ View about Nature of Science and Scientific Knowledge ]]>
<![CDATA[Mustafa Metin]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33190
<![CDATA[This study aims to compare the effect of formative assessment with explicit-reflective instruction and explicit-reflective on pre-school prospective teachers' views about the nature of science and scientific knowledge. In this study, it was used a pretest-posttest nonequivalent control group design and the sample of the study consists of 66 pre-school prospective teachers in the 2nd grade. There are 33 of them were assigned control group and the others were assigned as the experimental group. Since the students could not be randomly grouped in the study, a quasi-experimental design was used. In this study, the nature of science scale (NOSS) and the attitude scale towards scientific knowledge (SKS) were used as pre-test, post-test and retention test. In order to teach the students by using nature of science (NOS) and scientific knowledge (SK), open-reflective instruction was used in the control group, and open-reflective instruction and embedded formative assessment were applied in the experimental group. NOSS and SKS were used as a pre-test, post-test and retention-test in this study. In order to teach the students NOSS and SK, while Explicit-reflective instruction was applied in the control group, formative assessment embedded with Explicit-reflective instruction was applied experimental group.As a result of the study, it was determined that the formative assessment embedded with Explicit-reflective instruction was more positively and permanently changed on pre-school prospective teachers' view about NOS and SK than the other method]]>
<![CDATA[Innovativeness in Science Education: An Examination of Secondary School Students’ Perceptions ]]>
<![CDATA[Bahar Muradoğlu]]>;
<![CDATA[Nevzat Yiğit]]>;
<![CDATA[Ebru Mazlum Güven]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33533
<![CDATA[As innovation has gained importance worldwide, educating students as individuals with innovative qualities has become imperative. Therefore, identifying students' perceptions of innovativeness in science lessons has become an issue of concern. The aim of this study was to determine secondary school students' perceptions of innovativeness. The research was conducted according to the survey method. 'Perceptions of Innovative Thinking Scale,' was revised, and necessary scale development steps were followed. Accordingly, secondary school students' general innovative thinking perceptions and the relationships of the scale subdimensions with the variables were determined with single and correlational survey models. After the responses that 831 students gave to the scale were analysed, it was determined that the students' perceptions of innovativeness were high and that gender excepted, grade level, achievement in the subject of science, participation in the TÜBİTAK 4006 science fair, and the case of receiving programming training created significant differences in the subdimensions. The research findings were discussed according to the literature. It was recommended that STEM and programming be included in science courses and that teachers guide these processes.]]>
<![CDATA[Determining the Mental Images of Fourth Grade Private and Public School Students for Science Learning Environments by Drawing Technique ]]>
<![CDATA[Sina Şavlı]]>;
<![CDATA[Mustafa Doğru]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32116
<![CDATA[The study aims to examine fourth-grade private and public-school students’ images of the science learning environment using their drawings. The survey was conducted in the 2017-2018 academic year, and a descriptive survey model was used. Participant group of this study consist of 357 fourth-grade students. In this study, data were collected by drawing technique. Content analysis, percentage, frequency, and Chi-Square test of independence were used in data analysis. Regarding the study results, although the learning environment in both schools consists of traditional classrooms and laboratories, differences were observed in student drawings according to school type (public-private). The private school students use the laboratory in science lessons, whereas the students in the public school use the teacher's desk as the experiment table. Another significant result of the study is that public-school students' priority is understanding the topic. In contrast, private school students assign more importance to the materials. Regarding the independence test results, Founding student behavior, teacher behavior, teacher position, and teaching method to differ in student images according to school type. But no found a significant difference between the place theme images of public school and private school students]]>
<![CDATA[Analysis of Prospective Primary School Teachers’ Knowledge Regarding Chemical Representations on Crystallization Experiment ]]>
<![CDATA[Melis Arzu Uyulgan]]>;
<![CDATA[Nalan Akkuzu Güven]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.34772
<![CDATA[The study aims to determine the subject matter knowledge of Prospective Primary School Teachers (PPSTs) and analyze their chemical representation levels on crystallization. The study was carried out with descriptive research with a qualitative approach based on this purpose. The study participants were eighty freshman students studying at the Department of Primary Education in a state university in the Aegean Region of Turkey. The data were collected using a worksheet containing seven open-ended questions regarding the crystallization experiment. The questions were about the solubility of salt in water, the formation of the salt water and its solubility-temperature graph, the formation of the saturated salt water, and the appearance of particles formed during crystallization. A worksheet was prepared to determine the chemical representation levels of the PPSTs, and the data were subjected to document analysis. The researchers conducted a demonstration experiment and an animated video on the extraction of table salt by crystallization as an activity during the study process. The results indicated that PPSTs' responses related to crystallization were mainly at the macroscopic level. At the same time, they had great difficulty explaining at the levels of sub-microscopic and symbolic representations.Moreover, they could not explain the concept of dissolution with scientific expressions and distinguish the mixtures from each other. Additionally, most prospective teachers could not draw the correct solubility-temperature graph, so they had difficulty in symbolic representations. The study results imply that to raise the quality of science education in Turkey, PPSTs must attend a quality teaching of science, so primary school students acquire scientifically accurate knowledge of the basic science subjects and concepts such as dissolution, solubility, and crystallization.]]>
<![CDATA[Parent Involvement in Pre-school Science Activities: What Do Parents Think About It? ]]>
<![CDATA[Cigdem Sahin Cakir]]>;
<![CDATA[Gonca Uludağ]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33912
<![CDATA[This study aimed to investigate parents' views about science and parent involvement in pre-school science activities. According to Cresswell's designs' sequential explanatory mixed-method design, the study was conducted. The participants were composed of parents of 39 children (60-72 months) who studied in two different classrooms, there were 20 children in one of the classrooms, and there were 19 children in the other classroom at a public pre-school in Ankara/Turkey in 2015-2016 school year. The Parents' Views about Science and Preschool Science Activities Scale and semi-structured interviews were used to collect data. In addition, semi-structured interviews were conducted with three volunteer parents, each from the parents who got high, medium, and low average scores from the scale. Thus, parents' views about science and parent involvement in pre-school science activities were examined in detail. According to the results of this study, it was determined that the parents who participated in this study had positive views on science and science education in pre-school, realized the importance of science activities in pre-school, were eager to participate in pre-school science activities. Therefore, this study suggests that teachers and parents should be informed that parents' involvement is essential for doing science activities in pre-school.]]>
<![CDATA[Facilitating 7th Grade Students’ Food Literacy through Science Activities: A Qualitative Study ]]>
<![CDATA[Sevill Kurt]]>;
<![CDATA[Nagihan Yıldırım]]>;
<![CDATA[Bahar Aksu Sandıkçı]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32422
<![CDATA[This study aims to discuss the development of secondary 7th-grade students' opinions on food literacy within the scope of a series of teaching activities. Through a case study, the study sample comprised 14 grade seven students, in a state secondary school in the province of Rize in Türkiye. The data was collected through semi-structured interviews before and after the implementation and the reflective diaries written by the students during the implementation. The collected data were analyzed using content analysis and descriptive analysis techniques. As a result, it was found out that the students’ knowledge structures and understandings of food literacy changed positively in many aspects during the implementation. Besides, it was seen that the implementation helped the students improve their knowledge and behaviors of food literacy. In the study, it was suggested to organize similar intervention studies for different age groups and to conduct studies in which parents are participants]]>
<![CDATA[Science Curriculum Objectives’ Intellectual Demands: A Thematic Analysis ]]>
<![CDATA[Yi̇lmaz Soysal]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.35439
<![CDATA[Science curriculums and curricular materials are essential guidelines in materializing effective science teaching. The primary goal of the current study aims to present a thematic analysis of the last three elementary and middle school science curriculums objectives released in 2013, 2017, and 2018 to determine whether they provide a base for science teachers to design intellectually demanding instructional tasks. This study conducted an in-depth document analysis to describe the curricular themes and objectives' intellectual demands beyond a mere description. Moreover, a critical document-based thematic analysis achieved a call for an in-depth interrogation of the intended science curricula. The current study reveals that the explored science curriculums mainly include physics-related and biology-related topics and chemistry-related topics. There is less place for the issues related to astrophysics and earth sciences. Although three curricular changes (2013, 2017, and 2018) were actualized to enrich the science curriculums' scope, intellectual capacity, and thematic variation, the conceptual emphasis seemed to be strictly copied over the years. The curriculums under examination appeared to let the teachers design high intellectually demanding tasks to teach science knowledge and epistemic practices, however, to a certain extent. It is concluded that the sharp decreases in the number of objectives observed in the abstraction zone may hinder teachers from generating teaching environments where students can transfer acquired knowledge and practices to external contexts. Educational recommendations are offered in the sense of curriculum development and teacher education.]]>
<![CDATA[Development of Android-based Interactive Multimedia to Enhance Critical Thinking Skills in Learning Matters ]]>
<![CDATA[Salma Almira Hamdani]]>;
<![CDATA[Eka Cahya Prima]]>;
<![CDATA[Rika Rafikah Agustin]]>;
<![CDATA[Selly Feranie]]>;
<![CDATA[Ahmad Sugiana]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.33998
<![CDATA[The advancement in science and technology in the 21st Century necessitates improving critical thinking skills in students. Implementing digital technology such as interactive multimedia in the learning process can encourage quality learning and teaching. This study aims to create Android-based interactive multimedia that will help students improve their critical thinking skills in learning matters. This research aims to develop android-based interactive multimedia to enhance critical thinking skills in learning matters. This research employed a developmental method that included analysis, design, development, implementation, and one group pretest-posttest to assess students' critical thinking skills. The participants were 30 students from Private Junior High schools in Bandung Barat. The instruments used were the expert's judgment rubric, students' questionnaire, and objective test. With an overall score of 88.25%, the experts' judgment score was classified as very good. Moreover, the average score of students' impressions was 84.56%, classified as very good. Based on the data analysis, the value of g is 0.52, which is classified as a medium enhancement. This finding indicates that students' critical thinking skills improve after applying Android-based interactive multimedia.]]>
<![CDATA[Interdisciplinary Science and Social Studies Education in The Context of Five Weeks in a Balloon ]]>
<![CDATA[Müge Aygün]]>;
<![CDATA[Yasemin Hacıoğlu]]>;
<![CDATA[Derya Ceylan]]>;
<![CDATA[Elif Durkan]]>
<![CDATA[ Journal of Science Learning Vol 5, No 1 (2022): Journal of Science Learning ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jsl.v5i1.32968
<![CDATA[This study aims to determine the usability of the book ‘Five Weeks in a Balloon’ authored by Jules Verne, as a context for interdisciplinary teaching of fourth-grade science and social studies courses. As a document review, the book was analyzed based on the Science and Social Studies Curricula/Turkey-2018. The book was associated with all learning areas of the Science Curriculum and five of the seven learning areas of the Social Studies Curriculum. It was determined first the association between the two curricula and the book, then starting points for planning appropriate activities for multidisciplinary, interdisciplinary, and transdisciplinary teaching. As a result, the book can use as a context for fourth-grade science and social studies courses. Also be used in multidisciplinary, interdisciplinary, and transdisciplinary teaching to integrate science and social studies courses. Teachers and researchers can carry out various studies by designing interdisciplinary environments by benefiting from the study results.]]>
