Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 6 Sayı: 2, 206 - 220, 01.12.2019
https://doi.org/10.17275/per.19.22.6.2

Öz

Kaynakça

  • Abdullah, M., & Osman, K. (2010). 21st century inventive thinking skills among primary students in Malaysia and Brunei. Procedia Social and Behavioral Science, 9, 1646 – 1651.
  • Aydeniz, M., Cihak, D., Graham, S., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
  • Buxton, C., Lee, O., & Santau, A. (2008). Promoting science among English language learners: Professional development for today’s culturally and linguistically diverse classrooms. Journal of science Teacher Education, 19, 495-511.
  • Chichekian, T., Savard, A., & Shore, B. M. (2011). The languages of inquiry: An English-French lexicon of inquiry terminology in education. LEARNing Landscapes, 4(2), 93-109.
  • Furtado, L. (2010). Kindergarten teachers’ perceptions of an inquiry-based science teaching and learning professional development intervention. New Horizons in Education, 58(2), 104-120.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107.
  • Kazempour, M. (2009). Impact of inquiry-based professional development on core conceptions and teaching practices: A case study. Science Educator, 18(2), 56-67.
  • Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington: NSTA Press, National Science Teachers Association.
  • Maxwell, D.O., Lambeth, D.T., & Cox, J.T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16, (1),1-31.
  • Miller, H., McNeal, K., & Herbert, B. (2010). Inquiry in the physical geology classroom: Supporting students’ conceptual model development. Journal of Geography in Higher Education, 34(4), 595-615.
  • National Assessment of Educational Progress. (2003). Pupil’s Conceptual Understanding. NY: Brent Press.
  • Omari, D. & Chen, L. (2016). Conceptual understanding in science. Journal of Science Education, 8,(1), 13-16.
  • Rogayan, D.V., Jr. (2019). Biology Learning Station Strategy (BLISS): Its effects on science achievement and attitude towards biology. International Journal on Social and Education Sciences, 1(2), 78-89.
  • Sokol, A., Oget, D., Sonntag, M., & Khomenko, N. (2008). The development of inventive thinking: Skills in the upper secondary language classroom. Thinking Skills & Creativity, 3(1), 34 – 46.
  • Thompson, T. (2017). Teaching creativity through inquiry science. Gifted Child Today, 40(1), 29–42.
  • Varma, T., Volkmann, M., & Hanuscin, D. (2009). Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education, 21(4), 1-22.
  • Watters, J., & Ginns, I. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.

Enhancing Elementary Pupils’ Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS)

Yıl 2019, Cilt: 6 Sayı: 2, 206 - 220, 01.12.2019
https://doi.org/10.17275/per.19.22.6.2

Öz

Teaching
Science in a digital society where 21st century skills are being harnessed is a
perennial challenge. This is for the reason that teachers, specifically in the
elementary level, are relentlessly modifying and innovating teaching strategies
to improve science education. This action research study sought to explore the
effects of Sci-vestigative Pedagogical Strategy (SPS) on the conceptual
understanding on Matter of Grade 6 Science pupils. The study involved 29 pupils
in the control group and 30 pupils in the experimental group in a public
elementary school in the Division of Zambales for the School Year
2018-2019.  Pre-test and post-test were
administered before and after the application of the intervention to measure
its effects on the conceptual understanding on matter of the pupils. The study
found out that there was a significant difference in the conceptual
understanding of the pupils in the experimental and control group. However, the
use of SPS yielded a higher gain score compared to the gain score in the use of
traditional method of instruction (TMI). The pupils’ written works and
performance tasks scores have also improved with the use of the SPS.  The study recommends that Science teachers
may use SPS to improve pupils’ conceptual understanding including their
concepts and content knowledge; depth within topics; and transfer and
connections and to develop their higher order thinking and inquiry skills.
School administrators may consider conducting training and workshops for
Science teachers to reacquaint them of the basic rudiments of the Sci-vestigative
Pedagogical Strategy which is based on inquiry-based learning. Students may be
given varied roles in the agham
(science) inquiry tasks so that they can better work as a group. A parallel
study may be conducted by other teacher-researchers to validate the effects of
the intervention in enhancing pupils’ conceptual understanding in other topics.

Kaynakça

  • Abdullah, M., & Osman, K. (2010). 21st century inventive thinking skills among primary students in Malaysia and Brunei. Procedia Social and Behavioral Science, 9, 1646 – 1651.
  • Aydeniz, M., Cihak, D., Graham, S., & Retinger, L. (2012). Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal of Special Education, 27(2), 189-206.
  • Buxton, C., Lee, O., & Santau, A. (2008). Promoting science among English language learners: Professional development for today’s culturally and linguistically diverse classrooms. Journal of science Teacher Education, 19, 495-511.
  • Chichekian, T., Savard, A., & Shore, B. M. (2011). The languages of inquiry: An English-French lexicon of inquiry terminology in education. LEARNing Landscapes, 4(2), 93-109.
  • Furtado, L. (2010). Kindergarten teachers’ perceptions of an inquiry-based science teaching and learning professional development intervention. New Horizons in Education, 58(2), 104-120.
  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107.
  • Kazempour, M. (2009). Impact of inquiry-based professional development on core conceptions and teaching practices: A case study. Science Educator, 18(2), 56-67.
  • Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. Arlington: NSTA Press, National Science Teachers Association.
  • Maxwell, D.O., Lambeth, D.T., & Cox, J.T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16, (1),1-31.
  • Miller, H., McNeal, K., & Herbert, B. (2010). Inquiry in the physical geology classroom: Supporting students’ conceptual model development. Journal of Geography in Higher Education, 34(4), 595-615.
  • National Assessment of Educational Progress. (2003). Pupil’s Conceptual Understanding. NY: Brent Press.
  • Omari, D. & Chen, L. (2016). Conceptual understanding in science. Journal of Science Education, 8,(1), 13-16.
  • Rogayan, D.V., Jr. (2019). Biology Learning Station Strategy (BLISS): Its effects on science achievement and attitude towards biology. International Journal on Social and Education Sciences, 1(2), 78-89.
  • Sokol, A., Oget, D., Sonntag, M., & Khomenko, N. (2008). The development of inventive thinking: Skills in the upper secondary language classroom. Thinking Skills & Creativity, 3(1), 34 – 46.
  • Thompson, T. (2017). Teaching creativity through inquiry science. Gifted Child Today, 40(1), 29–42.
  • Varma, T., Volkmann, M., & Hanuscin, D. (2009). Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of an elementary science education methods course and a science field experience. Journal of Elementary Science Education, 21(4), 1-22.
  • Watters, J., & Ginns, I. (2000). Developing motivation to teach elementary science: Effect of collaborative and authentic learning practices in preservice education. Journal of Science Teacher Education, 11(4), 301-321.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Danilo Jr. Rogayan 0000-0002-8597-7202

Genalin Macanas Bu kişi benim 0000-0002-8597-7202

Yayımlanma Tarihi 1 Aralık 2019
Kabul Tarihi 2 Aralık 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 6 Sayı: 2

Kaynak Göster

APA Rogayan, D. J., & Macanas, G. (2019). Enhancing Elementary Pupils’ Conceptual Understanding on Matter through Sci-vestigative Pedagogical Strategy (SPS). Participatory Educational Research, 6(2), 206-220. https://doi.org/10.17275/per.19.22.6.2