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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.
Arjuna Subject : -
Articles 199 Documents
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The Effects of STEAM-Based Activities Gifted Students’ STEAM Attitudes, Cooperative Working Skills and Career Choices Özge Ceylan Konkuş; Ünsal Umdu Topsakal
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.46215

Abstract

STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers.
Augmented Reality and Animation Supported-STEM Activities in Grades K-12: Water Treatment Necla Dönmez Usta; Neslihan Ültay
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.43546

Abstract

Animation is used to increase the interest and engagement of students in the learning environment. Animation is exciting and fun, and using animation, abstract concepts are easy to present, display, and convey to students. Augmented reality, like animation, can help make it easier to understand abstract concepts. In many areas, augmented reality is used in education since it perfectly integrates virtual content with the natural world. STEM education is one of the areas where augmented reality can be used effectively. In this context, this research aimed to reveal the fourth-grade students' opinions about augmented reality and animation-supported STEM activities on the "Water Treatment" topic. These  STEM activities were carried out with 15 (7 females, 8 males) fourth-grade students from a primary school in Turkey and lasted for 6 lesson hours. This study is a case study. As data collection tools in the study, the Know-Want-Learned chart, and the Application General Evaluation Form, which consists of eight open-ended questions developed by the researchers, were used. Based on the study's findings and the researchers' observations, it was determined that the augmented reality and animation-supported STEM activities are appropriate for acquisition, content, application, active participation, duration, and student level. In addition, the activities were enjoyable, humorous, engaging, and exciting. It is recommended in this context to conduct similar studies on different disciplines or concepts. 
The Investigation of the Research on Out-of-School Learning Activities in Turkey: A Systematic Review Mustafa Metin; Emir Oker; Aslı Saylan Kirmizigül
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.45460

Abstract

This research aims to analyze the studies on out-of-school learning activities in Turkey between 2000 and 2020. For this purpose, 303 studies were selected, of which 211 articles, 73 master's thesis, and 19 doctoral dissertations, with the phrase "out-of-school learning" in the title and keywords. A systematic literature review was conducted in the research. The data were entered into the Content Analysis Monitoring Form, and the analyses were made on the Microsoft Excel program. In line with the findings obtained, it was determined that most of the studies on out-of-school learning activities were carried out in 2020. In these studies, it was seen that it was mainly aimed to determine the opinions of teachers or students about out-of-school learning activities, the sample was selected in the range of 21-40 people, and the most selected sample group was secondary school students. It was also determined that the studies were mostly done in the science discipline and that the case study from qualitative and experimental research design from quantitative methods was used. When all the findings were evaluated, since there are not many studies on the effect of out-of-school learning activities on anxiety, motivation, and interest, it is recommended to carry out studies in this area and to increase the studies to be done towards high school, preschool, primary school students.
Chemistry Teachers’ Level of Scientific Explanation about Change of State and their Beliefs about Scientific Explanation Emre Harun Karaaslan
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.43141

Abstract

The purpose of this study is to examine the capability of chemistry teachers’ scientific explanation on the subject of change of state related to daily life and their beliefs about scientific basis. The sample of this study constituted forty-six chemistry teachers working at different high schools in Gaziantep. The study was conducted following the phenomenographic research method. Within the scope of the study, a test consisting of open-ended questions was conducted to determine the teachers’ capability to make scientific explanations and their beliefs about scientific explanations. Study findings showed that the chemistry teachers participating in this study had inadequacies in making scientific explanations and that their beliefs about scientific explanations were unsatisfactory.
Acquiring Scientific Process and Innovative Thinking Skills for Secondary School Sixth Grade Students through Digital Activities: An Action Research Emine Akkaş Baysal; Ali Osman Yörük; İjlal Ocak
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.44806

Abstract

This research aims to develop students' scientific process and innovative thinking skills using digital activities in distance and face-to-face education. A total of 12 sixth-grade students in a primary school participated in the study. The research was action research. The analysis was carried out in the "Transmission of Electricity" unit within the scope of the sixth-grade Science Course in 5 weeks and 20-course hours. The quantitative data were collected with "The scientific Process Skills Scale" and "Innovative Thinking Scale". Semi-structured interview forms, researcher, and student diaries were used to acquire qualitative data. The study's findings revealed that students showed improvement in gaining scientific processes and innovative thinking skills. It was observed that there was a significant difference between the mean scores of the science process skills test applied before and after the application in favor of the post-test. It was determined that students' use of scientific thinking skills increased during the experiments and activities. Moreover, students identified themselves with the work of scientists and improved their skills in conducting scientific processes. This situation shows that students can gain a scientific approach and innovative thinking skills with the active use of digital activities, especially in Science.
The Impact of STEM Applications on Problem-Solving Skills of 4th-Grade Students Raşit Zengin; Tuğçe Kavak; Gonca Keçeci; Fikriye Kırbağ Zengin
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.48182

Abstract

This study examined the impact of STEM applications realized with 4th-grade elementary school students on their problem-solving skills. The study was conducted within the convergent parallel design framework, a mixed research method. The research was carried out with 42 4th-grade primary school students, 21 in the experimental group and 21 in the control group, studying in a public school in Turkey. In the study, which lasted for ten weeks, STEM applications were carried out with the students in the experimental group. The control group applied the current science curriculum without performing STEM applications. The research data consists of the Developing Problem Solving Inventory for Children at the Level of Primary Education (PSIC) and the semi-structured interview conducted with the students in the experimental group. Quantitative data were analyzed using an independent sample t-test, while qualitative data were analyzed with content analysis. When the PSIC post-test scores of the 4th-grade primary school students in the experimental and control groups were examined, a statistically significant difference was found in favor of the experimental group. According to the qualitative data analysis of the study, it was determined that the students encountered various problems in the process and developed solutions for them. The students stated that using STEM activities in the classes is fun, so they learn more permanently and easily, and they want the classes to be delivered in this way from now on.
Online Flipped Classroom: Developing Postgraduate Science Education Students’ Critical Thinking Skills Wahono Widodo
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.43107

Abstract

During the Covid-19 pandemic, online learning should be carried out through innovative methods. This study aims to determine whether implementing an online flipped classroom, with converting all face-to-face sessions into virtual face-to-face sessions, can facilitate the development of critical thinking skills of postgraduate science education students in the School Physics course. This quantitative study used one group pretest-postest research design. The subjects were postgraduate science education students who took School Physics courses in the first semester at one of the public universities in Indonesia. Online Flipped classroom was supported by Google Classroom Learning Management System (LMS). Critical thinking skills data in School Physics were obtained through tests. Data were analyzed using a description of normalized changes (c) and nonparametric-inferential analysis with the Related-Samples Wilcoxon Signed Rank Test. The results showed that the online flipped classroom could facilitate the development of the students’ critical thinking skills with an average normalized change of .71 in a high category. Even though the students felt the benefits of an online flipped classroom, they still wanted a face-to-face learning mode to be carried out soon.
Difficulties Encountered by a Dyslexic Secondary School Student in Learning Science and Suggestions for Solutions Hamiye Tırıl; Seda Okumuş
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.44559

Abstract

This study aims to reveal the problems faced by a dyslexic student in learning science and determine what can be considered an effective science teaching method for this kind of learner. The case study design was used, and the study was conducted with a 7th-grade dyslexic female student. This study used observations and a semi-structured interview form as data collection tools. According to the findings, the problems faced by the student with dyslexia in learning science were generally compatible with the literature and immediately affected science learning. It was deduced that the student's reading skills, writing skills, motor skills, attention, memory and comprehension, language skills, use of sensory organs, and math skills are effective in learning science and that the development of these skills is necessary for understanding and comprehending science. In order to develop these skills, it is predicted that technology-based student-centered activities and individualized teaching may be beneficial, which is in line with the constructivist philosophy. In addition, it may be practical to give technology-supported reading extracts containing scientific texts, tasks involving social interaction, and writing tasks to improve students' reading, writing, and language skills.
9th Grade Students' Learning of Designing an Incubator through Instruction Based on Engineering Design Tasks Fethiye Karsli Baydere; Aydın Murat Bodur
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.47226

Abstract

In this study, a STEM activity was designed in which 9th-grade students can complete the task of making incubators by overcoming the difficulties they face in the engineering design process. This activity has been handled in the context of energy conversion and prepared based on the engineering design process consisting of 9 stages. The activity was applied to 34 (19 females and 15 males) 9th-grade students studying at a public school in the Eastern Black Sea Region in Turkey in the fall semester of the 2019-2020 academic year. This application took 7 lesson hours (7x40 minutes) in total. At each stage of the engineering design process, students worked like an engineer and scientists by collaboratively conducting scientific research and inquiry. Throughout the process, students were confronted with several difficulties, given the time and opportunity to help them develop STEM literacy. More importantly, the students had the opportunity to experience a STEM activity by putting the steps of the engineering design process into practice.
The Effect of Engineering Design-based STEM Activities on the Refugee Students’ Sense of School Belonging Sema Altun Yalçın; Şeyma Güvenç Günsel; Zehra Çakır
Journal of Science Learning Vol 5, No 3 (2022): Journal of Science Learning
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jsl.v5i3.39846

Abstract

In the research, the effect of engineering design-based STEM activities on the school belonging to seventh-grade refugee students was examined. A mixed-method was used in the research. The research sample consists of 32 Syrian refugee students studying in the 7th grade in the fall semester of the 2019-2020 academic year. The study lasted for ten weeks, with two lessons per week. In addition, the “School Attachment Scale for Children and Adolescents” was used as a quantitative data collection tool. On the other hand, qualitative data collection tools were used as “STEM Education Reflective Diary Form, STEM Education Interview Form, and Teacher Interview Form,” which were prepared based on quantitative scale items. Statistical methods were used to analyze the quantitative data obtained in the research, and content analysis was used in the qualitative data analysis. The quantitative data showed a significant difference between the pre-test and post-test scores. As a result, It was concluded that the engineering design-based STEM activities carried out contributed positively to the individual and social development of Syrian refugee students; their positive attitudes towards the lesson and the teacher impacted their sense of belonging to the school.

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