Research Article
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Year 2020, Volume: 8 Issue: 1, 1 - 16, 15.03.2020
https://doi.org/10.17478/jegys.600979

Abstract

References

  • Aktamış, H., & Yenice, N. (2010). Determination of The Science Process Skills And Critical Thinking Skill Levels. Procedia - Social and Behavioral Sciences, 2(2), 3282–3288. https://doi.org/10.1016/j.sbspro.2010.03.502
  • Alatas, F., & Fachrunisa, Z. (2018). An Effective of Pogil with Virtual Laboratory in Improving Science Process Skills and Attitudes: Simple Harmonic Motion Concept. EDUSAINS, 10(2), 327–334. https://doi.org/10.15408/es.v10i2.10239
  • Ameliah, I. H., & Munawaroh, M. (2016). Pengaruh Keingintahuan dan Rasa Percaya Diri Siswa terhadap Hasil Belajar Matematika Kelas VII MTs Negeri I Kota Cirebon. EduMa : Mathematics Education Learning and Teaching, 5(1), 9–21.
  • Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.
  • Atmojo, S. E. (2012). Profil Keterampilan Proses Sains dan Apresiasi Siswa terhadap Profesi Pengrajin Tempe dalam Pembelajaran IPA Berpendekatan Etnosains. Jurnal Pendidikan IPA Indonesia, 1(2), 115–122.
  • Battistella, C., De Toni, A. F., & Pillon, R. (2016). Inter-Organisational Technology/Knowledge Transfer: A Framework from Critical Literature Review. The Journal of Technology Transfer, 41, 1195–1234.
  • Beaumont-Walters, Y., & Soyibo, K. (2001). An Analysis of High School Students’ Performance on Five Integrated Science Process Skills. Research in Science & Technological Education, 19(2), 133–145. https://doi.org/10.1080/02635140120087687
  • Bonney, R., Phillips, T. B., Ballard, H. L., & Enck, J. W. (2016). Can Citizen Science Enhance Public Understanding of Science? Public Understanding of Science, 25(1), 2–16.
  • Brotherton, P. N., & Preece, P. F. W. (1995). Science Process Skills: Their Nature and Interrelationships. Research in Science & Technological Education, 13(1), 5–11. https://doi.org/10.1080/0263514950130101
  • Chapin III, F. S., Knapp, C. N., Brinkman, T. J., Bronen, R., & Cochran, P. (2016). Community-Empowered Adaptation for Self-Reliance. Current Opinion in Environmental Sustainability, 19, 67–75.
  • Cronbach, L. J., Schoneman, P., & McKie, D. (1965). Alpha Coefficient for Stratified-Parallel Test. Educational Psychological Measurement, 25, 291–312.
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for Educational Practice of The Science of Learning and Development. Applied Developmental Science, 1–44.
  • Deta, U. A., & Widha, S. (2013). Pengaruh Metode Inkuiri Terbimbing dan Proyek, Kreativitas, serta Keterampilan Proses Sains terhadap Prestasi Belajar Siswa. Jurnal Pendidikan Fisika Indonesia, 9(1), 28–34.
  • Ergül, R. (2011). The Effects of Inquiry-Based Science Teaching on Elementary School Students’ Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Education Policy (BJSEP), 5(1), 48–68.
  • Fraser, B. (2015). Classroom Learning Environments. In Gunstone R. (eds) Encyclopedia of Science Education (pp. 154–157). Springer.
  • Gagne, R. M. (1983). The Condition of Learning. Rinehart and Witson, Inc.
  • Goldie, J. G. S. (2016). Connectivism: A Knowledge Learning Theory for the Digital Age? Medical Teacher, 38(10), 1064–1069.
  • Gouthro, P. (2018). Creativity, the Arts, and Transformative Learning. In The Palgrave international handbook on adult and lifelong education and learning (pp. 1011–1026). Palgrave Macmillan.
  • Gronlund, N. ., & Linn, R. . (1990). Measurement and Evaluation in Teaching. McMillan Company, New York.
  • Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills. Teachers and Teaching, 23(1), 25–41.
  • Harlen, W. (1999). Purposes and Procedures for Assessing Science Process Skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129–144. https://doi.org/10.1080/09695949993044
  • Juhji, J. (2016). Peningkatan Keterampilan Proses Sains Siswa melalui Pendekatan Inkuiri Terbimbing. Jurnal Penelitian dan Pembelajaran IPA, 2(1), 58–70. https://doi.org/10.30870/jppi.v2i1.419
  • Juhji, J. (2019). Analyzing Madrasah Ibtidaiyah Teacher Candidates Skill of Technological Pedagogical Content Knowledge on Natural Science Learning. Al Ibtida: Jurnal Pendidikan Guru MI, 6(1), 1–18. http://dx.doi.org/ 10.24235/al.ibtida.snj.v6i1.3658
  • Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The Development, Validity and Reliability of TPACK-deep: A Technological Pedagogical Content Knowledge Scale. Computers & Education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012
  • Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management Learning at the Speed of Life: Designing Reflective, Creative, and Collaborative Spaces for Millenials. The International Journal of Management Education, 13(3), 237–248.
  • Karslı, F., Yaman, F., & Ayas, A. (2010). Prospective Chemistry Teachers’ Competency of Evaluation of Chemical Experiments in Terms of Science Process Skills. Procedia - Social and Behavioral Sciences, 2(2), 778–781. https://doi.org/10.1016/j.sbspro.2010.03.101
  • Kirikkaya, E. B. (2011). Grade 4 to 8 Primary School Students’ Attitudes towards Science: Science Enthusiasm. Educational Research and Reviews, 6(4), 375–382.
  • Koçoğlu, Z. (2009). Exploring the Technological Pedagogical Content Knowledge of Pre-Service Teachers in Language Education. Procedia - Social and Behavioral Sciences, 1(1), 2734–2737. https://doi.org/10.1016/j.sbspro.2009.01.485
  • Kruea-In, C., Kruea-In, N., & Fakcharoenphol, W. (2015). A Study of Thai In-Service and Pre-Service Science Teachers’ Understanding of Science Process Skills. Procedia - Social and Behavioral Sciences, 197, 993–997. https://doi.org/10.1016/j.sbspro.2015.07.291
  • Kruea-In, N., & Thongperm, O. (2014). Teaching of Science Process Skills in Thai Contexts: Status, Supports and Obstacles. Procedia - Social and Behavioral Sciences, 141, 1324–1329. https://doi.org/10.1016/j.sbspro.2014.05.228
  • Laar, E. van, Deursen, A. J. A. M. van, Dijk, J. A. G. M. van, & Haan, J. (2017). The Relation between 21st-Century Skills and Digital Skills: A Systematic Literature Review. Computers in Human Behavior, 72, 577–588.
  • Lin, C.-T., & Chuang, S.-S. (2019). Using Team Projects for Making Short Films to Cultivate Students’ Interdisciplinary Competencies. Interactive Learning Environments, 27(1), 103–117.
  • Markawi, N. (2013). Pengaruh Keterampilan Proses Sains, Penalaran, dan Pemecahan Masalah terhadap Hasil Belajar Fisika. Jurnal Formatif, 3(1), 11–25.
  • Marta-Lazo, C., Frau-Meigs, D., & Osuna-Acedo, S. (2019). Collaborative Lifelong Learning and Professional Transfer. Case Study: ECO European Project. Interactive Learning Environments, 27(1), 33–45.
  • Maulipaksi, D. (2016, April 1). 7 Provinsi Raih Nilai Terbaik Uji Komptensi Guru 2015. Kementerian Pendidikan Dan Kebudayaan. https://www.kemdikbud.go.id
  • Murtiningsih, Y. J., Susilaningsih, S., & Sohidin, S. (2014). Pengaruh Penguasaan Materi Mata Kuliah Dasar Kependidikan (MKDK) dan Praktik Program Pengalaman Lapangan (PPL) terhadap Kesiapan Menjadi Guru. Jupe-Jurnal Pendidikan Ekonomi, 2(3), 323–337.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative Study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientists, 6(2), 23–29.
  • Papanastasiou, E. C., & Zembylas, M. (2004). Differential Effects of Science Attitudes and Science Achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26(3), 259–280.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, D. (2016). Pedagogical Decision Making Through the Lens of Teacher Preparation Program. Journal for the Education of Gifted Young Scientists, 4(1), 41–52.
  • Rahayu, E., Susanto, H., & Yulianti, D. (2011). Pembelajaran Sains dengan Pendekatan Keterampilan Proses untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Siswa. Jurnal Pendidikan Fisika Indonesia, 7, 106–110.
  • Restami, M. P., Suma, K., & Pujani, M. (2013). Pengaruh Model Pembelajaran POE (Predict-Observe-Explaint) terhadap Pemahaman Konsep Fisika dan Sikap Ilmiah Ditinjau dari Gaya Belajar Siswa. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3, 1–11.
  • Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills. Journal of Management Education, 42(1), 80–103.
  • Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97–105.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., & Koehler, M. J. (2009). Technological Pedagogical Content Knowledge (TPACK) the Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Schutt, R. K. (2018). Investigating the social World: The Process and Practice of Research. Sage Publications.
  • Shahali, E. H. M., & Halim, L. (2010). Development and Validation of a Test of Integrated Science Process Skills. Procedia - Social and Behavioral Sciences, 9, 142–146. https://doi.org/10.1016/j.sbspro.2010.12.127
  • Simpson, R. D., & Steve Oliver, J. (1999). A Summary of Major Influences on Attitude toward and Achievement in Science among Adolescent Students. Science Education, 74(1), 1–18.
  • Sugiyono. (2017). Metode Penelitian Kombinasi (Mixed Methods). Alfabeta.
  • Supardi, S. (2017). Statistik Penelitian Pendidikan. PT RajaGrafindo Persada.
  • Wilke, R. R., & Straits, W. J. (2005). Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Sciences. The American Biology Teacher, 67(9), 534–540. https://doi.org/10.2307/4451905

Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge

Year 2020, Volume: 8 Issue: 1, 1 - 16, 15.03.2020
https://doi.org/10.17478/jegys.600979

Abstract

The purpose of this research aims to study the interaction between scientific attitudes and science process skills toward technological pedagogical content knowledge. A survey research with an ex post facto design is employed. Data collection is carried out by direct observation, learning outcomes documents, questionnaire sheets which covered by science process skills, and scientific attitudes questionnaires. Seventy eight students were taken randomly. The research instruments consisted of 14 items about basic science process skills, 18 items about integrated science process skills, and 28 items about scientific attitudes. Data analysis used descriptive statistics, regression analysis, and multiple correlations. The results showed that 1) positive interactions between basic science process skills in TPCK, 2) negative interaction between integrated science process skills in TPCK, 3) positive interactions between scientific attitudes towards TPCK, and 4) the presence of joint interactions -the same between science process skills and scientific attitudes toward TPCK. Further discussion needs to be carried out why this happens to help students understand scientific attitudes, scientific process skills, and TPCK as well.

References

  • Aktamış, H., & Yenice, N. (2010). Determination of The Science Process Skills And Critical Thinking Skill Levels. Procedia - Social and Behavioral Sciences, 2(2), 3282–3288. https://doi.org/10.1016/j.sbspro.2010.03.502
  • Alatas, F., & Fachrunisa, Z. (2018). An Effective of Pogil with Virtual Laboratory in Improving Science Process Skills and Attitudes: Simple Harmonic Motion Concept. EDUSAINS, 10(2), 327–334. https://doi.org/10.15408/es.v10i2.10239
  • Ameliah, I. H., & Munawaroh, M. (2016). Pengaruh Keingintahuan dan Rasa Percaya Diri Siswa terhadap Hasil Belajar Matematika Kelas VII MTs Negeri I Kota Cirebon. EduMa : Mathematics Education Learning and Teaching, 5(1), 9–21.
  • Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.
  • Atmojo, S. E. (2012). Profil Keterampilan Proses Sains dan Apresiasi Siswa terhadap Profesi Pengrajin Tempe dalam Pembelajaran IPA Berpendekatan Etnosains. Jurnal Pendidikan IPA Indonesia, 1(2), 115–122.
  • Battistella, C., De Toni, A. F., & Pillon, R. (2016). Inter-Organisational Technology/Knowledge Transfer: A Framework from Critical Literature Review. The Journal of Technology Transfer, 41, 1195–1234.
  • Beaumont-Walters, Y., & Soyibo, K. (2001). An Analysis of High School Students’ Performance on Five Integrated Science Process Skills. Research in Science & Technological Education, 19(2), 133–145. https://doi.org/10.1080/02635140120087687
  • Bonney, R., Phillips, T. B., Ballard, H. L., & Enck, J. W. (2016). Can Citizen Science Enhance Public Understanding of Science? Public Understanding of Science, 25(1), 2–16.
  • Brotherton, P. N., & Preece, P. F. W. (1995). Science Process Skills: Their Nature and Interrelationships. Research in Science & Technological Education, 13(1), 5–11. https://doi.org/10.1080/0263514950130101
  • Chapin III, F. S., Knapp, C. N., Brinkman, T. J., Bronen, R., & Cochran, P. (2016). Community-Empowered Adaptation for Self-Reliance. Current Opinion in Environmental Sustainability, 19, 67–75.
  • Cronbach, L. J., Schoneman, P., & McKie, D. (1965). Alpha Coefficient for Stratified-Parallel Test. Educational Psychological Measurement, 25, 291–312.
  • Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for Educational Practice of The Science of Learning and Development. Applied Developmental Science, 1–44.
  • Deta, U. A., & Widha, S. (2013). Pengaruh Metode Inkuiri Terbimbing dan Proyek, Kreativitas, serta Keterampilan Proses Sains terhadap Prestasi Belajar Siswa. Jurnal Pendidikan Fisika Indonesia, 9(1), 28–34.
  • Ergül, R. (2011). The Effects of Inquiry-Based Science Teaching on Elementary School Students’ Science Process Skills and Science Attitudes. Bulgarian Journal of Science and Education Policy (BJSEP), 5(1), 48–68.
  • Fraser, B. (2015). Classroom Learning Environments. In Gunstone R. (eds) Encyclopedia of Science Education (pp. 154–157). Springer.
  • Gagne, R. M. (1983). The Condition of Learning. Rinehart and Witson, Inc.
  • Goldie, J. G. S. (2016). Connectivism: A Knowledge Learning Theory for the Digital Age? Medical Teacher, 38(10), 1064–1069.
  • Gouthro, P. (2018). Creativity, the Arts, and Transformative Learning. In The Palgrave international handbook on adult and lifelong education and learning (pp. 1011–1026). Palgrave Macmillan.
  • Gronlund, N. ., & Linn, R. . (1990). Measurement and Evaluation in Teaching. McMillan Company, New York.
  • Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills. Teachers and Teaching, 23(1), 25–41.
  • Harlen, W. (1999). Purposes and Procedures for Assessing Science Process Skills. Assessment in Education: Principles, Policy & Practice, 6(1), 129–144. https://doi.org/10.1080/09695949993044
  • Juhji, J. (2016). Peningkatan Keterampilan Proses Sains Siswa melalui Pendekatan Inkuiri Terbimbing. Jurnal Penelitian dan Pembelajaran IPA, 2(1), 58–70. https://doi.org/10.30870/jppi.v2i1.419
  • Juhji, J. (2019). Analyzing Madrasah Ibtidaiyah Teacher Candidates Skill of Technological Pedagogical Content Knowledge on Natural Science Learning. Al Ibtida: Jurnal Pendidikan Guru MI, 6(1), 1–18. http://dx.doi.org/ 10.24235/al.ibtida.snj.v6i1.3658
  • Kabakci Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The Development, Validity and Reliability of TPACK-deep: A Technological Pedagogical Content Knowledge Scale. Computers & Education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012
  • Karakas, F., Manisaligil, A., & Sarigollu, E. (2015). Management Learning at the Speed of Life: Designing Reflective, Creative, and Collaborative Spaces for Millenials. The International Journal of Management Education, 13(3), 237–248.
  • Karslı, F., Yaman, F., & Ayas, A. (2010). Prospective Chemistry Teachers’ Competency of Evaluation of Chemical Experiments in Terms of Science Process Skills. Procedia - Social and Behavioral Sciences, 2(2), 778–781. https://doi.org/10.1016/j.sbspro.2010.03.101
  • Kirikkaya, E. B. (2011). Grade 4 to 8 Primary School Students’ Attitudes towards Science: Science Enthusiasm. Educational Research and Reviews, 6(4), 375–382.
  • Koçoğlu, Z. (2009). Exploring the Technological Pedagogical Content Knowledge of Pre-Service Teachers in Language Education. Procedia - Social and Behavioral Sciences, 1(1), 2734–2737. https://doi.org/10.1016/j.sbspro.2009.01.485
  • Kruea-In, C., Kruea-In, N., & Fakcharoenphol, W. (2015). A Study of Thai In-Service and Pre-Service Science Teachers’ Understanding of Science Process Skills. Procedia - Social and Behavioral Sciences, 197, 993–997. https://doi.org/10.1016/j.sbspro.2015.07.291
  • Kruea-In, N., & Thongperm, O. (2014). Teaching of Science Process Skills in Thai Contexts: Status, Supports and Obstacles. Procedia - Social and Behavioral Sciences, 141, 1324–1329. https://doi.org/10.1016/j.sbspro.2014.05.228
  • Laar, E. van, Deursen, A. J. A. M. van, Dijk, J. A. G. M. van, & Haan, J. (2017). The Relation between 21st-Century Skills and Digital Skills: A Systematic Literature Review. Computers in Human Behavior, 72, 577–588.
  • Lin, C.-T., & Chuang, S.-S. (2019). Using Team Projects for Making Short Films to Cultivate Students’ Interdisciplinary Competencies. Interactive Learning Environments, 27(1), 103–117.
  • Markawi, N. (2013). Pengaruh Keterampilan Proses Sains, Penalaran, dan Pemecahan Masalah terhadap Hasil Belajar Fisika. Jurnal Formatif, 3(1), 11–25.
  • Marta-Lazo, C., Frau-Meigs, D., & Osuna-Acedo, S. (2019). Collaborative Lifelong Learning and Professional Transfer. Case Study: ECO European Project. Interactive Learning Environments, 27(1), 33–45.
  • Maulipaksi, D. (2016, April 1). 7 Provinsi Raih Nilai Terbaik Uji Komptensi Guru 2015. Kementerian Pendidikan Dan Kebudayaan. https://www.kemdikbud.go.id
  • Murtiningsih, Y. J., Susilaningsih, S., & Sohidin, S. (2014). Pengaruh Penguasaan Materi Mata Kuliah Dasar Kependidikan (MKDK) dan Praktik Program Pengalaman Lapangan (PPL) terhadap Kesiapan Menjadi Guru. Jupe-Jurnal Pendidikan Ekonomi, 2(3), 323–337.
  • Nuangchalerm, P., & El Islami, R. A. Z. (2018). Comparative Study between Indonesian and Thai Novice Science Teacher Students in Content of Science. Journal for the Education of Gifted Young Scientists, 6(2), 23–29.
  • Papanastasiou, E. C., & Zembylas, M. (2004). Differential Effects of Science Attitudes and Science Achievement in Australia, Cyprus, and the USA. International Journal of Science Education, 26(3), 259–280.
  • Prachagool, V., Nuangchalerm, P., Subramaniam, G., & Dostál, D. (2016). Pedagogical Decision Making Through the Lens of Teacher Preparation Program. Journal for the Education of Gifted Young Scientists, 4(1), 41–52.
  • Rahayu, E., Susanto, H., & Yulianti, D. (2011). Pembelajaran Sains dengan Pendekatan Keterampilan Proses untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Siswa. Jurnal Pendidikan Fisika Indonesia, 7, 106–110.
  • Restami, M. P., Suma, K., & Pujani, M. (2013). Pengaruh Model Pembelajaran POE (Predict-Observe-Explaint) terhadap Pemahaman Konsep Fisika dan Sikap Ilmiah Ditinjau dari Gaya Belajar Siswa. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3, 1–11.
  • Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing Management Curriculum for Workplace Readiness: Developing Students’ Soft Skills. Journal of Management Education, 42(1), 80–103.
  • Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97–105.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., & Koehler, M. J. (2009). Technological Pedagogical Content Knowledge (TPACK) the Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Schutt, R. K. (2018). Investigating the social World: The Process and Practice of Research. Sage Publications.
  • Shahali, E. H. M., & Halim, L. (2010). Development and Validation of a Test of Integrated Science Process Skills. Procedia - Social and Behavioral Sciences, 9, 142–146. https://doi.org/10.1016/j.sbspro.2010.12.127
  • Simpson, R. D., & Steve Oliver, J. (1999). A Summary of Major Influences on Attitude toward and Achievement in Science among Adolescent Students. Science Education, 74(1), 1–18.
  • Sugiyono. (2017). Metode Penelitian Kombinasi (Mixed Methods). Alfabeta.
  • Supardi, S. (2017). Statistik Penelitian Pendidikan. PT RajaGrafindo Persada.
  • Wilke, R. R., & Straits, W. J. (2005). Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Sciences. The American Biology Teacher, 67(9), 534–540. https://doi.org/10.2307/4451905
There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

Juhji Juhji 0000-0003-3781-7252

Prasart Nuangchalerm 0000-0002-5361-0377

Publication Date March 15, 2020
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Juhji, J., & Nuangchalerm, P. (2020). Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge. Journal for the Education of Gifted Young Scientists, 8(1), 1-16. https://doi.org/10.17478/jegys.600979
AMA Juhji J, Nuangchalerm P. Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge. JEGYS. March 2020;8(1):1-16. doi:10.17478/jegys.600979
Chicago Juhji, Juhji, and Prasart Nuangchalerm. “Interaction Between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge”. Journal for the Education of Gifted Young Scientists 8, no. 1 (March 2020): 1-16. https://doi.org/10.17478/jegys.600979.
EndNote Juhji J, Nuangchalerm P (March 1, 2020) Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge. Journal for the Education of Gifted Young Scientists 8 1 1–16.
IEEE J. Juhji and P. Nuangchalerm, “Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge”, JEGYS, vol. 8, no. 1, pp. 1–16, 2020, doi: 10.17478/jegys.600979.
ISNAD Juhji, Juhji - Nuangchalerm, Prasart. “Interaction Between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge”. Journal for the Education of Gifted Young Scientists 8/1 (March 2020), 1-16. https://doi.org/10.17478/jegys.600979.
JAMA Juhji J, Nuangchalerm P. Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge. JEGYS. 2020;8:1–16.
MLA Juhji, Juhji and Prasart Nuangchalerm. “Interaction Between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge”. Journal for the Education of Gifted Young Scientists, vol. 8, no. 1, 2020, pp. 1-16, doi:10.17478/jegys.600979.
Vancouver Juhji J, Nuangchalerm P. Interaction between Science Process Skills and Scientific Attitudes of Students towards Technological Pedagogical Content Knowledge. JEGYS. 2020;8(1):1-16.

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By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.