Journal of Science Learning
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Self-regulated Learning and Digital Literacy: Relationship with Conceptual Understanding of Excretory System
Get PDFBiology learning in the 21st century makes students have to understand concepts, including in excretory system learning. Self-regulated learning is the way students manage learning on their own, with digital literacy skills which should be maintained as students must control their use of technology and information in learning. This research aimed to analyze the relationship between self-regulated learning with the conceptual understanding of the excretory system, digital literacy with the conceptual understanding of the excretory system, then also the relationship between self-regulated learning and digital literacy as a whole with the conceptual understanding of the excretory system in a high school with a post-pandemic learning situation. This research was held for two months duration from March until April 2022 in SMAN 6 Jakarta, involving 94 students of class XI Science as samples. A descriptive correlational study was chosen as the method, while questionnaires and tests are used as instruments. The hypothesis test shows a multiple linear regression model in Ŷ=-12.495+0.345X1+0.680X2 with the model significance of 0.000 and 0.062 as relationship linearity, then concludes that there is a positive relationship which is significant and linear between self-regulated learning and digital literacy simultaneously with excretory system conceptual understanding.
The Effect of Out-of-School Learning Activities on Gifted Students’ Affective and Behavioral Tendencies Towards The Environment
Get PDFThis study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-İstanbul participated in this study. “Environmental Affect Scale” and “Environmental Behavior Scale” were used, and semi-structured interviews were conducted. Results showed that out-of-school activities positively affected the students’ affective and behavioral tendencies toward the environment. It was also found that the awareness of students on environmental problems increased, and they began to produce their solutions to these problems
The Effect Of Problem-Based Learning on Middle School Students' Environmental Literacy and Problem-Solving Skills
Get PDFThis study investigates the impact of the problem-based learning (PBL) model on middle school students' environmental literacy and problem-solving skills. A quantitative research study was conducted using a quasi-experimental design for this aim. The sample comprises 114 8th-grade students from a public middle school in Şanlıurfa, Turkey. Four intact classes were randomly assigned to experimental and control groups and instructed in sustainable development using the PBL model and curriculum-based instruction, respectively. Data were collected through the Environmental Literacy Questionnaire and the Problem Solving Skill Test and analyzed using Mixed-Between-Within ANOVA (Mixed-ANOVA) to assess the effectiveness of the instructional methods. The results revealed that PBL was more effective in developing environmental attitudes than curriculum-based instruction. However, it did not produce the same effect on environmental behavior. Furthermore, it can be asserted that PBL significantly enhanced students' problem-solving skills in the experimental group, while the scores of students in the control group remained unchanged. The implications of these findings were discussed. Given its positive outcomes, PBL is recommended for cultivating students with the requisite skills to become responsible citizens who can take action on environmental issue
Implementation of Chemo-entrepreneurship Through Project Based Learning to Determine the Level of Students' Soft Skills and Learning Motivation
Get PDFMany factors in teaching chemistry influence students' soft skills and learning motivation. An attractive model is important in determining students' success in chemistry learning. This research aims to determine the level of soft skill abilities and students' learning motivation in implementing chemoentrepreneurship through project-based learning. The research methodology is quasi-experimental. In this study, 60 students were randomly selected from 162 MIPA class students who were grouped into 30 students in the experimental class and 30 in the control class. To determine the level of students' soft skill abilities and learning motivation, a survey was conducted on their learning activities. The N-gain value of learning motivation in the experimental class and control class was obtained at 0.68 and 0.40 (medium), while the N-gain value of soft skills was obtained at 0.63 (medium) and 0.28 (low). The percentage of learning motivation and soft skills in the experimental class with an average post-test of 84.68% and 80.54% (high), while in the control class with an average post-test of 73.53% and 68.33% (medium). The student soft skill and learning motivation hypothesis test findings show a substantial difference between the experimental and control classes
React Strategy Instruction Enriched with Inquiry-Based Experiments: Exploring Middle School Students’ Understanding of Mixtures
Get PDFThis study investigates the effectiveness of using a REACT strategy instruction enriched with guided inquiry-based experiments to improve 7th-grade students’ understanding of mixtures compared to conventional teacher-centered instruction. A convergent parallel mixed-method design was used, and 39 middle school students were divided into experimental (N = 19) and control (N = 20) groups. In the experimental group, REACT strategy instruction, whose experimenting stage was implemented using inquiry-based experiments, was carried out. In the control group, conventional teacher-centered instruction was conducted. Four concept cartoons were used for data collection. In addition to quantitative analyses, individual profile maps were drawn, and students’ explanations in the “Because” section of the concept cartoons were analyzed to gain deeper insight into students’ conceptual change. According to the results, a REACT strategy instruction enriched with guided inquiry-based experience effectively improves 7th-grade students’ understanding of mixtures and rectifies misconceptions compared to conventional teacher-centered instruction. Based on the results of the study, it can be recommended to use the REACT strategy teaching model enriched with inquiry-based experiments for remedying students’ misconceptions and to use concept cartoons not only as a learning strategy but also as a tool for data collection, which will enable better evaluation of students’ misconceptions
Comparative Review of Science Teachers’ and Prospective Science Teachers’ Awareness, Efficacy and Attitudes and Opinions towards STEM
Get PDFThis research aims to compare the awareness, efficacy and attitudes, and opinions of science teachers (STs) and prospective science teachers (PSTs) toward STEM. In this study, convergent parallel design from mixed methods was used. The study group consists of 45 STs and 177 PSTs. In the quantitative dimension of the study, “Teacher Efficacy and Attitudes Towards STEM Survey” and “STEM Awareness Scale ” were applied to the study group, which was formed by sampling criteria and maximum diversity from purposeful sampling. In the qualitative dimension of the research, semi-structured interviews were conducted with 24 STs and 25 PSTs selected through maximum diversity sampling from purposeful sampling. As a result of the research, it was observed that although the STEM awareness, efficacy, and attitudes of STs and PSTs were similar, they had positive attitudes. However, most of the participants in both groups considered themselves inadequate in STEM, expressed their opinions about the adverse effects of STEM applications as well as their positive effects, and that STEM applications were effective in career selection and country development
The Effect of Science-Based Courses on Student Teachers' Biophilia Levels
Get PDFThis study examines the effect of science-based courses on student teachers' biophilia levels. Based on the quantitative research approach, this study was conducted using a quasi-experimental method. The sample of the study consists of 146 student teachers studying at the education faculty of a state university in the fall semester of the 2022-2023 academic year. The sample group was conducted with student teachers who chose four different science-based courses and voluntarily participated in the study. The Biophilia Scale with 25 items was used as a data collection tool. The findings showed that the biophilia levels of the participants in all four courses showed significant differences in favor of the post-tests. The findings also showed that the "environmental science" course's scale scores significantly differed from the other courses. In other words, the biophilia levels of student teachers who attended environmental science courses increased less than in the other courses. When the increase in biophilia level of student teachers according to their genders is examined, no difference was observed. As a result of the findings, it was suggested that more activities should be included in science-based lessons to increase students' biophilia levels
HAIBIO: Development of an e-magazine to Improve Biological Literacy
Get PDFThe purpose of this research is to develop the learning media, i.e., a digital magazine, to improve the biological literacy skills of the students. The research method used Research and Development (RD) with ADDIE develops models. The developed learning media, HAIBIO, consists of biofact, bio lab, bioword, and biogame. The instrument test of biological literacy consists of 30 multiple-choice items based on four stages of biological literacy: nominal, functional, structural, and multidimensional. The validity test is conducted by paying attention to presentation, content, and language by two expert validators who say that media is valid to use in the class. The test of empirical validity is conducted for 30 students in class XI Science 1 in MAN 1 Bogor City. The empirical validity test results show that learning media are valid, and the instrument test found that 15 items are valid and five items are not. The reliability test result shows that 88% of respondents said that the instrument of biological literacy is reliable. The result of the normality test shows a significance value of 0,117 in α = 0.05, indicating that the data is normally distributed. The T-dependent test result shows a significance value of -7.679 with a t-table of -2.042 in α = 0.05. It shows that there is a higher enhancement score post-test than pre-test. The result of the N-Gain test is 0,44 in the medium category, and the effect size score is 2.93. That shows that HAIBIO e-magz is improving the biological literacy skills of the students
Web Integrated STEM Learning: Effects on Students’ Academic Achievement, Creativity and Metacognitive Awareness
Get PDFThis study examines the effect of teaching with the STEM Cycline of the 'Force and Energy' unit on students' creativity, metacognitive awareness, and academic achievement. The nonequivalent control group design, one of the quasi-experimental models, was used in the study. The study included 54 seventh-grade students studying at a public school in western Turkey, 27 of whom were in the experimental group while 27 were in the control group. The experimental group was taught with the STEM Cycline, whereas the control group took the instruction within the science curriculum framework. The experimental group designed models using Web 2.0 tools related to the given problems and used these models to solve them by printing them from a 3D printer. "Force and Energy Academic Achievement Test", "Scientific Creativity Test" and "Metacognitive Awareness Inventory" were used as data collection tools in the study. SPSS 25.0 package program was used to analyze the data. The results showed that the STEM education in the experimental group increased the academic achievement, creative skills, and metacognitive awareness of the seventh-grade students in the 'Force and Energy' unit. While the students’ academic achievement in the control group increased significantly following the instruction, no difference was observed in their creativity and metacognitive awareness. Suggestions were made according to the results obtained from the study
The Effect of Calorie Tracking on Eating Behaviors of University Students
Get PDFThis paper aims to determine whether tracking calories using a mobile application without any nutrition education has a positive effect on the eating behaviors of university students. The concurrent design, one of the mixed methods designs, was used to compare the quantitative and qualitative data analysis results. The participants are 108 university students who voluntarily agreed to participate in the study. In the quantitative part of the study, a calorie tracking form was used; in the qualitative part, an interview form was used to determine eating behaviors. The students were not given any information about healthy nutrition and were only asked to track calories. The change in body mass index values obtained from the calorie tracking form is presented with the Wilcoxon signed ranks test. In evaluating the data obtained from the interview form determining eating behaviors, the data were categorized by content analysis, and the categories were presented as percentage values. According to the data obtained, it has been observed that positive behavioral changes in terms of nutrition can be created even without giving any information about healthy nutrition to the students, just by making them track calories. As a result of the activity, they became aware of which foods would make them gain weight and which would not and gained positive eating behaviors. Based on the results obtained from this study, recommendations for future studies and public health were made