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Journal of Science Learning
Published by Universitas Pendidikan Indonesia
ISSN : 26146568     EISSN : 26146568     DOI : -
Core Subject : Education,
Education
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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Articles 16 Documents
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Search results for , issue "Vol 5, No 2 (2022): Journal of Science Learning" : 16 Documents clear
Making Yogurt: A Practical Study to Develop an Understanding of Useful Bacteria Gökşen Üçüncü; Ferhat Karakaya; Mehmet Yilmaz
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.40540

Abstract

This study aims for students to comprehend the beneficial functions of bacteria with the traditional home yogurt leavening activity. Also, it aims to identify alternative concepts related to leavening and contribute to students' home yogurt consumption habits. The study is a case study. The study was conducted with 29 fifth-grade students studying at a public school in Istanbul in the 2019-2020 academic year and their parents. Questionnaire forms and student observation forms developed by the researchers were used as data collection tools. The obtained data were described by content analysis. Before the application, the participant students were given these three statements; microbes as a sample of microscopic creatures, yeast fungi caused yogurt formation, and yogurt is healthy because it was a dairy product. While after the application, participant students changed their statements to these three; the term microbe was not used as a sample of microscopic creatures, bacteria took part in the formation of yogurt, and yogurt is healthy because it contains microscopic creatures beneficial for the digestive system. The educational activities integrated into daily life contribute to students' conceptual learning.
Enriching Pre-service Teacher Education with Keeping Learning Journals Faik Özgür Karataş; Canan Cengiz; Suat Çelik
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.37622

Abstract

Investigating the integration of learning journals into a pre-service teacher education course to promote reflection was the overall goal of this study. Studies about evaluating students’ journals have generally analyzed them using a holistic and general approach without examining their content and levels of reflection. This study focuses on both contents, levels of reflection, and their relationship. The participants of the study consisted of 33 senior pre-service elementary teachers. The participants were asked to produce a learning journal entry each week at the end of the Science, Technology, Society, and Environment class, in which they were asked to reflect on what they had learned. A deductive content analysis was utilized to determine the levels of reflection of the pre-service teachers’ journals. Deductive content analysis was used to determine the levels of reflection of the pre-service teachers’ journals. The levels of reflection of the participants were moderate and did not show a pattern of improvement over time; instead, the levels of reflection depended on the content of the related class meeting. The majority of the participants agreed that keeping learning journals improved their self-expression and self-assessment skills and retention. The feedback cycle should be reconsidered for further improvement in the journals.
The Effects of Augmented Reality in a 7th-Grade Science Lesson on Students' Academic Achievement and Motivation Hasan Hüseyin Kul; Asiye Berber
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.42952

Abstract

This study examines the effects of a seventh-grade science course supported by augmented reality technologies on students' academic achievement on elements and compounds, their motivation towards the science course, and their motivation toward the augmented reality materials used. The study was conducted with the quasi-experimental design of the quantitative research method. The research sample consists of 50 seventh-grade students, 25 in the experimental group and 25 in the control group, studying in a public school. As data collection tools, academic achievement tests, motivation scale for learning science, and motivation scale for the materials used were utilized. In addition, the collected data were analyzed with the SPSS 24.0 program. As a consequence of the research, it was discovered that augmented reality technologies boosted students' academic success and motivation toward science learning (p0.001). In addition, students' motivation toward augmented reality materials was also found to be high.
Content Analysis of Science Education Research in Special Education Journals Seraceddin Levent Zorluoğlu; Gamze Devecioğlu; Aydın Kızılaslan
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.40219

Abstract

This study examines the special education studies on science education in the ERIC database. The main facts to be determined in the content analysis conducted in this study are as follows: subject types of special education studies in the field of science education, change of preferred studies according to years, main objectives, research methods, sample sizes, data collection tools, research method, data analysis method, the types of disabilities of the individuals in the samples, the level of education of the participants, the types of techniques used in the analyses. The articles reviewed in the study were searched in ERIC databases. As a result of the search, 87 articles were examined within the scope of science and special education in nineteen journals. Tables and figures were used to make the findings more understandable. According to study results: It has been concluded that both researchers working in the field of special education and researchers working in the field of science education do not want to conduct science education studies with individuals with special needs; the special education studies mainly were conducted in the field of science and technology; the studies were mainly focused to STEM; it was determined that the most studies were done in the field of science education and the least in the field of physics, chemistry, and astronomy; "Quasi-experimental" and "Multiple design" methods were preferred the most among the quantitative research methods.
Research Trends about Analogy Studies in Science Education: A Descriptive Content Analysis Kübra Sezer; Faik Özgür Karataş
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.39095

Abstract

Analogies are bridges between prior knowledge and new knowledge to make meaning of the new one. Analogies are particularly effective in teaching science concepts that are not very apparent in the students' everyday lives due to their abstract nature. For this reason, it is essential to adapt analogies to teach new concepts effectively in science education. Analogy-related studies published between 2009 and 2020 were examined in this manuscript to determine the use of analogies as a teaching technique in science education (Physics, Chemistry, Biology). To reach the studies about "Analogy," ERIC, EBSCO, Springer LINK, Taylor Francis, Wiley Online Library Full Collection, Science Direct, ProQuest Dissertations, Theses Global, Google Scholar, and Scopus databases were searched. Then, Turkish databases, including ULAKBIM and YÖK (National Thesis Center), were also searched. A total of 80 research papers published between 2009 and 2020 that met the study's criteria were examined. Within the scope of the study, the subject areas, purpose, sample, results, and suggestions of compiled analogy studies were focused on. Based on the analysis, it was determined that most of the analogy research was conducted in the field of chemistry, the most employed methodology was qualitative research, and the most common purpose of these studies was to see the effects on academic achievement. When the studies were conducted to examine academic achievement, it was seen that the use of analogy applications as a teaching technique in science teaching has positive results on student achievement.
The Effect of Teachers’ Attitudes Towards and Self-Efficacy Beliefs Regarding STEM Education on Students’ STEM Career Interests Kaan Demirkol; Büşra Kartal; Adem Taşdemir
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.43991

Abstract

High-quality Science, Technology, Engineering, and Mathematics (STEM) education provides unique opportunities for students’ futures. STEM education requires integrating multiple disciplines and promotes students’ problem-solving skills when engaging with real-world problems like engineers. Teachers have prominent roles in helping students develop basic concepts, connect their interests to their abilities, and sustain their curiosity from the early years. The present study used a predictive correlational survey design to investigate students’ STEM career interests and the effects of teacher-related variables: teacher attitudes and self-efficacy beliefs. The participants were 421 middle school students and 160 teachers randomly selected from the target population. STEM Attitudes Scale and Teacher Self-Efficacy Scale for STEM Practice were used to collect data from teachers, and STEM Career Interest Scale (STEM-CIS) was used for data collection from students. Normality assumptions were tested, and parametric tests were used. One sample t-test was used to compare students’ observed mean scores to the expected mean scores and multiple linear regression to investigate the predictivity of teacher attitudes and self-efficacy beliefs on student interests. The results revealed positive weak, and moderate relationships between teacher attitudes, self-efficacy beliefs, and student interests. Additionally, teacher efficacy beliefs had stronger predictivity on student interests than attitudes had.
Evaluation of the Life Skills of Students in Adolescence: Scale Development and Analysis Dilek Erduran Avcı; Fikret Korur
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.41071

Abstract

Adolescents have been the leading group for life skills (LS) education in the last decade. The primary purpose of this study was to develop a valid and reliable instrument for assessing the general LS of students in adolescence. In addition, the relation of adolescents' LS to gender, grade level, science/physics course scores, GPA, and socio-economic status variables was examined. This descriptive survey study included two data sets, one for the development of the scale part, including 692 students, and the other for confirmatory analysis and inferential statistics, including 887 students. LS were assessed using the Life Skills Scale (LSS), which consisted of 83 items in 10 sub-dimensions, and evaluated critical thinking, creative thinking, decision making and problem-solving, coping with stress and emotion, social responsibility, teamwork, self-esteem, self-awareness, empathy, and interpersonal relationship and communication skills of the students. The results of the exploratory and confirmatory factor analysis and the reliability coefficient of the scale provided solid statistical evidence, which was coherent with the 10-subdimension model of the scale. The findings revealed that the LSS is a valid and reliable tool for adolescents to evaluate their LS. Students scored highest on empathy, self-awareness, and self-esteem, whereas they scored lowest on teamwork, coping with stress emotion, and critical thinking. There was a significant relationship between various sub-dimensions of LS and some variables such as GPA, grade level, gender, and science/physics course score. The results also indicated that the academically successful students were highly skilled in most LS sub-dimensions.
The Relationship Between Scientific Process Skills and Science Achievement: A Meta-Analysis Study sevda dolapcioglu; Münevver Subası
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.39356

Abstract

One of the main challenges in science education is interpreting existing studies to improve scientific process skills. The main purpose of this study is to bring together the quantitative findings obtained on the relationship between scientific process skills and academic achievement in science education, to highlight the relevant gaps in 5838 samples, and to interpret the overall effect size. The bibliographic research was carried out through the ERIC and ProQuest databases, especially in the Science Education Research category. Two hundred thirty-four articles published between 2005 and 2020 were obtained. Following the application of the inclusion criteria, 18 articles were selected according to the random-effects model, resulting in an average effect size of 0.56. Two moderator variables with a significant correlation between science achievement and scientific process skills were analyzed (Q = 417.082; df = 17; p .05; I2 = 95.22). The percentage of the moderator variables explaining the relationship was interpreted by meta-regression analysis. Educational inferences have shown a requirement for further research at the high school and university levels on the relationship between science method skills and scientific achievement.
An Examination of the Activities in the Unit "Solar System And Eclipses" in the 6th Grade Science Textbook in Terms of Critical Thinking Standards Burcu Sarıtaş; Merve Lütfiye Şentürk; Serkan Aslan
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.44087

Abstract

The science curriculum aims to provide students with the identity of a researcher, thinking skills, and scientific process skills. Critical thinking skill emerges as one of the skills that should be emphasized in the teaching process in terms of its structural features and the qualities aimed to be given to individuals. For individuals to gain critical thinking skills, they must first gain critical thinking standards. The main purpose of this research is to examine the activities in the "Solar System and Eclipses" unit in the sixth-grade science textbook in terms of critical thinking standards. The qualitative research model was used in the research. The data source of the research is the sixth-grade science textbook used in the province of Isparta. The data of the research were collected using the document analysis method. In the analysis of the data, the analysis was made by applying the descriptive analysis method, one of the qualitative data analyses. In line with the analysis, in terms of critical thinking standards, the secondary school sixth-grade science textbook has been determined to meet the standards of clarity, accuracy, significance/relevance, sufficiency, breadth/depth, and precision at a high rate. Based on the research results, suggestions have been developed that textbooks from different disciplines should be examined in line with critical thinking standards and that the activities of different grade-level units in the science curriculum should be examined in terms of critical thinking standards.
Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion Ertugrul Ozdemir
Journal of Science Learning Vol 5, No 2 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i2.41191

Abstract

Before taking formal science education, learners usually construct preconceptions based on their daily life experiences, many of which are scientifically unacceptable misconceptions. In formal science learning, new concepts often contradict these misconceptions. To correct a misconception, it is first needed to create dissatisfaction about it by initiating cognitive conflict. This study aims to create an animated concept cartoon about circular motion and evaluate its usability to start cognitive conflict about centrifugal force misconception in online learning. This is a one-group quasi-experimental study whose participants are 110 undergraduate students with non-science backgrounds. An animated concept cartoon about circular motion and an online data collection instrument were developed and implemented for the participants. Results showed that half of the participants might be considered to be in a status of cognitive conflict after reading the animated concept cartoon. In addition, participants' overall satisfaction with the animated concept cartoon was found to be relatively high. Participants' satisfaction with the animated concept cartoon was equal for students with and without cognitive conflict. In the context of these findings, the animated concept cartoon may be considered an enjoyable and useful learning activity to initiate cognitive conflict in online science learning.

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