An Analysis of Indonesian and Japanese Students’ Understandings of Macroscopic and Submicroscopic Levels of Representing Matter and Its Changes (original) (raw)
Related papers
The Model of Conceptual Change in Learning Chemistry
Jurnal Jurusan Pendidikan Kimia, 2014
Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan model perubahan konseptual pada pembelajaran kimia di SMA Negeri 1 Singaraja ditinjau dari karakteristik suatu konsepsi baru, yaitu necessity, intelligibility, plausibility, dan fruitfulness. Penelitian ini termasuk penelitian kualitatif tipe studi kasus. Subjek penelitan ini adalah guru kimia, siswa kelas XI IA, dan pembelajaran di kelas. Data dikumpulkan melalui observasi kelas dan tes pemahaman.Masalah-masalah mengajar guru berdasarkan transkripsi pembelajaran dikelompokkan ke dalam komponen model perubahan konseptual. Data dianalisis secara deskriptif interpretatif. Hasil penelitian menunjukkan bahwa masalah mengajar guru yang berkaitan dengan necessity adalah guru menyajikan materi tidak lengkap. Masalah mengajar guru yang berkaitan dengan intelligibility adalah guru sering mengajukan pertanyaan beruntun, memberikan pertanyaan dijawab oleh guru sendiri, memberikan informasi tidak lengkap, memberikan informasi salah, memberikan informasi tidak jelas, menyajikan soal yang salah ketik, membuat analogi tidak jelas, dan tidak meminta alasan siswa. Masalah mengajar guru yang berkaitan dengan plausibility adalah guru kurang menekankan pentingnya konteks dan mengabaikan konsepsi alternatif siswa. Masalah mengajar guru yang berkaitan dengan fruitfulness adalah guru kurang memberikan masalah-masalah kompleks yang berkaitan dengan aplikasi konsep larutan penyangga dalam kehidupan sehari-hari.
According to the literature, the learning of the vocabulary in science i.e. the language of science, or ‘the terms’ has been described as ‘learning another language’ and found to be troublesome and subject to misinterpretation. Therefore, first and foremost, the researcher will need to create a baseline by gathering qualitative data on the learner’s perceptions of the challenges of studying the discipline of physics, chemistry, biology or psychology. Then, by a 3-point analysis of the interviews, assign any salient features to categories. The categories that are formed will not only be analysed to see what themes emerge; the researcher will also use the themes to construct a questionnaire and guide the cycles of rigor. The researcher will be incorporating the pre-training activities that was used in a previous pilot study. The collaborative aspects of the pre-training activities are a fundamental dimension as they provide a ‘portal too understanding’ so learners can gain insight in to converting ‘the terms’, making meaning of ‘the terms’ and cultivating a consideration for alternative perspectives. There will also be other activities performed by the participant’s e.g. analyses and re-designing of experiments so the researcher can gather quantitative data on the verbal and non-verbal learning behaviours displayed during collaboration; with, further qualitative and quantitative data collected from the discussions during these collaborative moments. Furthermore, the researcher will triangulate this data with the data from the post-instructional activities and final summative assessment e.g. pass rate, the tutors and researchers observations and reflections to establish (1) which concepts and terms were initially troublesome for learners and prone to misinterpretation; (2) how participants mastery over the concepts and ‘the terms’ changed over time and (3) if the teaching and learning strategies facilitated higher order cognitive processing
Student's Concepts of and Approaches to Learning and the Relationships Between Them
2020
The study attempted to characterize students’ conceptions of learning and approaches to learning and revealing the correlation between the students’ concepts and approaches to learning. The researchers used qualitative content analysis and a descriptive approach. The study population comprised 90 male and female students of the Faculty of Educational Science in the HU University, Jordan, during the 2019/2020 academic year. The quantitative concepts were dominating among students (87.77%), especially the concept of learning as a knowledge increase (33.33%). On the other hand, the qualitative concepts of learning were low (12.22%), especially on the person change (2.22%). In addition, there was an emergence of a new concept of learning outside the traditional concepts, namely learning as exam preparation. The results showed that the deep approach to learning was low, and the surface approach to learning was high. The results further showed a correlation between the quantitative concep...
Psychology and Education: A Multidisciplinary Journal, 2022
Teaching pedagogies are the ways how teachers impart knowledge to the learners. Teachers push boundaries to attain effective teaching-learning process. With the different studies in the literature, the topic characteristics of solid, liquid and gas, was not explored well in terms of looking for a better way of teaching it. This study would like to assess the effectiveness of differentiated instruction as a strategy in teaching characteristics of solid, liquid, and gas among the grade 3 learners of Polo Elementary School-Polo, Alcantara, Cebu, Philippines. There were two groupsexperimental and controlled groupswith 15 respondents each. A quasi-experimental research design was utilized in this study. The results displayed an unequal mean (12) for controlled group and (16) for experimental group in the pretest. The posttest delivered a four-point difference from the mean (14) of the controlled group to the mean (18) of the experimental group. With the 0.05 significance level, the results between the two groups were found out to be significant (p=0.05). This result provided a realization that new strategies to be implored in a topic would constitute a significant difference. Thus, this study proved that in teaching characteristics of solid, liquid, and gas with high average students, the students will have better understanding of the topic when differentiated instruction is utilized than using the traditional method of teaching. It is recommended that further study will be conducted of the same strategy and topic but with a different set of respondents to validate the study's outcomes.
The Types of Concepts Students Prefer to Add to Incomplete Concept Maps
2010
The main goal of this study was to explore different potential components of science and technological literacy. The study explores student’s skill of grouping concepts and creating a concept map. The sample for the study consisted of 131 grade 11 secondary school students from all over Estonia. A test comprising 2 problems was compiled to investigate the grouping of alcohol related concept and creating a concept map. Findings from the study, showed that students mostly make subject related groups and they don’t see relationships between different types of terms. To create a concept map students added mostly social and value related terms, students avoids subject related terms If students have a possibility to avoid social factors, then they don’t use them. Only students who have good problem solving skill (good STL skill), can associate subject content to social factors and also show how different subject content were related.
The use of language in understanding subject matter
Instructional Science, 2009
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings and concepts within the field of learning and teaching.
Differences Arising From Language In Perceiving Some Terms In Physics Education
Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2010
In several resources, especially in textbooks, there are two or more alternatives for terms. These terms generally come from foreign words and alternative equivalences of these words. The aim of the study is to investigate whether this situation causes students problems in perceiving the terms; in which alternatives, the conceptual perception is based on and in this context. Two applications (U1, U2) were made. The sample group is included student groups from 2005-2006 academic year spring semester of Gazi University, Physics Education Undergraduate Programme. Consequently, in all term pairs except one; the terms expressed through foreign languages gave more effective in low level ability and the Turkish ones gave more effective results in generally high level ability to Bloom's Taxonomy. Indicated results in this study and assessments obtained will be very beneficial for teachers and textbook writers. Besides, may get started for similar studies in other countries.