217 the Art and Science of Learning From Data
Yıl 2017, Cilt 3, Sayı 9, 566 - 572, 27.12.2017
Öz
Kaynakça
- Bricker, 50., & Bong, P. (2009). Conceptualizations of Argumentation from Science Studies and the Learning Sciences and their Implications for the Practices of Science Education. Science education, 92(3), 473-498. Christenson, N., Rundgren, S.North.C., & Hoglund, H.O. (2012). Using the See-Sep Model to Analyze Upper Secondary Students' Employ of Supporting Reason in Arguing Socioscientific Issues. Periodical Science Education Applied science, 21. p. 342-352. Defianti, Aprina. (2016). Penerapan Model Pembelajaran Pembangkit Argumen menggunakan Multiple External Representations untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Siswa SMP. (Thesis). School of Postgraduate, Indonesia Academy of Education, Bandung. Driver, R., Newton, P., & Osborne, J. (2000). Establishing The Norms Of Scientific Argumentation In Classrooms. Scientific discipline Instruction, 84(3), 287–312. Duschl, R. A., & Osborne, J. (2002). Supporting And Promoting Argumentation Discourse In Scientific discipline Education. Studies In Science Education, 38(1), 39–72. Erduran, S., Simon, Due south., & Osborne, J. (2004). Enhancing The Quality Of Argumentation In School Science. Journal of Enquiry in Scientific discipline Teaching, 41(10), 994–1020. Golanics & Nussbaum, E. M. (2008). Collaborative Discourse, Argumentation, And Learning: Preface And Literature Review. Contemporary Educational Psychology, 33(3), 345-359. Jimenez-Aleixandre, Yard. P., Rodriguez, A. B., & Duschl, R. A. (2000). "Doing The Lesson" Or "Doing Scientific discipline": Argument In High School Genetics. Science Didactics,84(vi), 757e792. Kelly, One thousand. J., & Chen, C. (1999). The Sound Of Music: Constructing Science As A Sociocultural Practices Through Oral And Written Discourse. Journal Of Research In Science Teaching, 36(8), 883 – 915. Kulatunga, U., Moog, R. Due south. & Lewis, J.E. (2013). Argumentation and Participation Patterns in General Chemistry Peer-Led Sessions. Vol. l. No. 10,pp. 1207-1231. U.s.a. of America: Periodical of Research in Scientific discipline Didactics. Newton, P. Driver, R. & Osborne, J. (1999). The Place Of Argumentation In The Instruction Of Schoolhouse Science. International Journal Of Scientific discipline Education, 21(5), 553-576. Osman, Chuo Hiong, & Vebrianto. (2013). 21st Century Biology: An Interdisciplinary Approach of Biology, Engineering science, Engineering and Mathematics Education. Procedia-Social and Behavioral Sciences 102 (2013) 188-194. Putri, Rahmah Evita. (2016). Meningkatkan Penguasaan Konsep dan Kemampuan Argumentasi Ilmiah Siswa SMP Kelas VII Melalui Bahan Ajar IPA Terpadu dengan Tema Halo pada Topik Kalor. (Thesis). Schoolhouse of Postgraduate, Indonesia University of Education, Bandung. Rustaman, N. (1996). Peranan Praktikum dalam Pembelajaran Biologi. Training and Technician Training Papers FPMIPA IKIP Bandung. Sampson & Gerbino. (2010). Statement-Driven Inquiry as a Mode to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Written report. Science Education, 95, folio 217-257. Simon, S. (2008). Using Toulmin'southward Argument Blueprint In The Evaluation Of Argumentation In School Scientific discipline. International Periodical of Research & Method in Education, 31(3), 277e289. http://dx.doi.org/ten.1080/17437270802417176. Venville, Chiliad.J., & Dawson, V.Chiliad. (2010a). The Impact of Classroom Intervention on Class x Students' Argumentation Skills, Informal Reasoning, and Conceptual Understanding of Science. Periodical of Enquiry in Science Instruction, 47. (8), p. 952-977. Venville, G.J., & Dawson, V.M. (2010b). Education Strategies for Developing Educatee's Argumentation Skills About Sosio-Scientific Bug in High Schoolhouse Genetics. Inquiry in Science Didactics, vol.42, p. 133-148. Yamin, Martinis. (2008). Desain Pembelajaran Berbasis Tingkat Satuan Pendidikan. Jakarta: Gaung Persada Printing.
IDENTIFYING STUDENTS' SCIENTIFIC ARGUMENTATION SKILL AT JUNIOR HIGH School 1 ARGAMAKMUR, NORTH BENGKULU
Yıl 2017, Cilt iii, Sayı ix, 566 - 572, 27.12.2017
Öz
This is a preliminary study aimed to identify students' scientific argumentation skill at Junior High School i, Argamakmur, Due north Bengkulu. The data were gathered by online survey to 8 science teachers in Bengkulu and test to 32 students of class eight in Junior High School 1, Argamakmur, North Bengkulu. Online survey consisted of 4 questions focused on scientific discipline learning issues. The essay test to obtain scientific argumentation skill consisted of 4 questions, where each question was covering four indicators of scientific argumentation: claim, data, warrant and backing. A valid scientific argumentation test was adopted from Putri (2016). Data were analyzed using descriptive statistics by computing the percentage of boilerplate score of teacher answers and students' scientific argumentation skill every bit a whole. The information analysis revealed that the teachers debate that students' scientific argumentation skill was still very low compared to others skill similar the science process skill, critical thinking skill, artistic thinking skill, scientific literacy skill and student independence and this argument supported past test result where the score of students' argumentation skill accomplished low category. This phenomenon might be acquired by the lack of educational learning procedure that facilitates students in expressing their opinions according to scientific testify both orally and in writing. This paper also offers an idea helping teachers to improve students' scientific argumentation skill by implementing phenomenon-based learning with video assistance through a modified "flipped classroom" approach.
Kaynakça
- Bricker, L., & Bell, P. (2009). Conceptualizations of Argumentation from Scientific discipline Studies and the Learning Sciences and their Implications for the Practices of Science Instruction. Science educational activity, 92(3), 473-498. Christenson, N., Rundgren, S.N.C., & Hoglund, H.O. (2012). Using the See-Sep Model to Analyze Upper Secondary Students' Employ of Supporting Reason in Arguing Socioscientific Bug. Periodical Science Teaching Technology, 21. p. 342-352. Defianti, Aprina. (2016). Penerapan Model Pembelajaran Pembangkit Argumen menggunakan Multiple External Representations untuk Meningkatkan Kemampuan Kognitif dan Keterampilan Berargumentasi Siswa SMP. (Thesis). School of Postgraduate, Indonesia Academy of Education, Bandung. Driver, R., Newton, P., & Osborne, J. (2000). Establishing The Norms Of Scientific Argumentation In Classrooms. Science Education, 84(3), 287–312. Duschl, R. A., & Osborne, J. (2002). Supporting And Promoting Argumentation Discourse In Science Education. Studies In Scientific discipline Didactics, 38(one), 39–72. Erduran, S., Simon, S., & Osborne, J. (2004). Enhancing The Quality Of Argumentation In School Science. Periodical of Research in Science Educational activity, 41(10), 994–1020. Golanics & Nussbaum, Due east. Thousand. (2008). Collaborative Discourse, Argumentation, And Learning: Preface And Literature Review. Gimmicky Educational Psychology, 33(3), 345-359. Jimenez-Aleixandre, Thou. P., Rodriguez, A. B., & Duschl, R. A. (2000). "Doing The Lesson" Or "Doing Science": Statement In Loftier Schoolhouse Genetics. Science Didactics,84(6), 757e792. Kelly, Grand. J., & Chen, C. (1999). The Audio Of Music: Constructing Science Every bit A Sociocultural Practices Through Oral And Written Discourse. Journal Of Research In Science Didactics, 36(eight), 883 – 915. Kulatunga, U., Moog, R. South. & Lewis, J.E. (2013). Argumentation and Participation Patterns in General Chemistry Peer-Led Sessions. Vol. 50. No. 10,pp. 1207-1231. The states of America: Journal of Research in Science Teaching. Newton, P. Driver, R. & Osborne, J. (1999). The Place Of Argumentation In The Pedagogy Of Schoolhouse Science. International Journal Of Science Education, 21(five), 553-576. Osman, Chuo Hiong, & Vebrianto. (2013). 21st Century Biology: An Interdisciplinary Approach of Biology, Engineering, Technology and Mathematics Education. Procedia-Social and Behavioral Sciences 102 (2013) 188-194. Putri, Rahmah Evita. (2016). Meningkatkan Penguasaan Konsep dan Kemampuan Argumentasi Ilmiah Siswa SMP Kelas 7 Melalui Bahan Ajar IPA Terpadu dengan Tema Halo pada Topik Kalor. (Thesis). School of Postgraduate, Indonesia University of Education, Bandung. Rustaman, N. (1996). Peranan Praktikum dalam Pembelajaran Biologi. Training and Technician Training Papers FPMIPA IKIP Bandung. Sampson & Gerbino. (2010). Argument-Driven Inquiry equally a Mode to Assistance Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Written report. Science Education, 95, page 217-257. Simon, Due south. (2008). Using Toulmin'south Argument Pattern In The Evaluation Of Argumentation In School Scientific discipline. International Periodical of Inquiry & Method in Didactics, 31(3), 277e289. http://dx.doi.org/ten.1080/17437270802417176. Venville, M.J., & Dawson, V.M. (2010a). The Bear on of Classroom Intervention on Grade ten Students' Argumentation Skills, Breezy Reasoning, and Conceptual Understanding of Scientific discipline. Journal of Research in Scientific discipline Teaching, 47. (8), p. 952-977. Venville, G.J., & Dawson, 5.M. (2010b). Didactics Strategies for Developing Student'southward Argumentation Skills Almost Sosio-Scientific Issues in High Schoolhouse Genetics. Research in Science Educational activity, vol.42, p. 133-148. Yamin, Martinis. (2008). Desain Pembelajaran Berbasis Tingkat Satuan Pendidikan. Jakarta: Gaung Persada Printing.
Ayrıntılar
| Konular | Sosyal |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Aralık 2017 |
| Başvuru Tarihi | 29 Eylül 2017 |
| Kabul Tarihi | 26 Kasım 2017 |
| Yayınlandığı Sayı | Yıl 2017, Cilt 3, Sayı nine |
Kaynak Göster
| EndNote | %0 International East-Journal of Advances in Education IDENTIFYING STUDENTS' SCIENTIFIC ARGUMENTATION SKILL AT Junior HIGH Schoolhouse i ARGAMAKMUR, NORTH BENGKULU %A Mentari Darma Putri , Dadi Rusdiana %T IDENTIFYING STUDENTS' SCIENTIFIC ARGUMENTATION SKILL AT Junior High SCHOOL 1 ARGAMAKMUR, Northward BENGKULU %D 2017 %J IJAEDU- International Due east-Journal of Advances in Education %P 2411-1821-2411-1821 %V 3 %North ix %R doi: 10.18768/ijaedu.370424 %U x.18768/ijaedu.370424 |
Source: http://ijaedu.ocerintjournals.org/tr/pub/issue/33256/370424
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