Zeitschriftenartikel: „Scientific Abilities“

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Turabova, Khosiyat Kattaqulovna, und Sevara Kattaqulovna Turabova. „THE ROLE OF SCIENTIFIC DISCUSSION IN THE FORMATION OF SCIENTIFIC AND CREATIVE ABILITIES AND PROFESSIONAL SKILLS“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 06 (30.06.2021): 167–70. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-31.

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This article describes the formation of the phenomenon of scientific discussion as a means of cognition and its creative interaction with the style of dialectical thinking that reflects it, based on the principles of modern logic. In particular, the importance of discussion as an important tool for the study of the laws of scientific development, one of the main ways of shaping innovative thinking.

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Mills, David R. „Scientific abilities in undergraduate projects and laboratory“. New Directions in the Teaching of Physical Sciences, Nr. 3 (23.02.2016): 69–72. http://dx.doi.org/10.29311/ndtps.v0i3.423.

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Projects are being increasingly used to provide a richer experience in physics teaching laboratories, and in the higher years, these may well approximate to the real world of industry and research. In first year, however, a wide range of approaches are utilised, from projects to open-ended experiments, yet questions remain about how students can best acquire a range of desired scientific abilities. Recent physics education research has suggested tools and approaches to help develop and measure the abilities such as needed to design and implement an experiment. Examples from several countries illustrate the need for matching the task with students' capabilities, and how various goals may be achieved for student learning in the laboratory.

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Mills, David R. „Scientific abilities in undergraduate projects and laboratory“. New Directions, Nr. 3 (Oktober 2007): 69–72. http://dx.doi.org/10.11120/ndir.2007.00030069.

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Anisa, A., A. Widodo, R. Riandi und M. Muslim. „Genetics in socio scientific issues: measuring rebuttal abilities in scientific argumentation“. Journal of Physics: Conference Series 1280 (November 2019): 032002. http://dx.doi.org/10.1088/1742-6596/1280/3/032002.

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Prasitpong, S., und S. Rakkapao. „Investigation of Thai university students’ scientific reasoning abilities“. Journal of Physics: Conference Series 1287 (August 2019): 012020. http://dx.doi.org/10.1088/1742-6596/1287/1/012020.

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Kim, Jun Hee, und Ji Hyun Kim. „A Study on the Relationship Between Young Children’s Mathematical Abilities, Scientific Abilities and Intelligence“. Korean Journal of Child Education and Care 18, Nr. 4 (31.12.2018): 199–211. http://dx.doi.org/10.21213/kjcec.2018.18.4.199.

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Basid, Abdul, und Rusli Rusli. „IMPROVE SCIENTIFIC ABILITIES STUDENTS THROUGH MODEL DEVELOPMENT TESTING EXPERIMENTS“. Jurnal Neutrino 11, Nr. 1 (14.09.2018): 32. http://dx.doi.org/10.18860/neu.v11i1.8833.

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A Study on the development of an Testing Experiments model has been carried out which aims to improve the scientific abilities of students in the Physics Department. This study is motivated by the implementation of practicum that has almost no innovation, no change, always verifying patterned and less developing students' science process skills. The 4-D model R&D approach was used to develop this practicum model. The instrument used is a handout that is equipped with a rubric as a practical guide and assessment guide. A total of 20 students were involved as research subjects. The results showed in general there was an increase in student scientific abilities. Of all the sub-abilities developed, the average percentage of achievement scores reached 60% in almost all sub-abilities after the 4th or 5th practicum or at the fourth or fifth week. However, there are sub-skills already reaching 60% in the 3rd practicum. Student and peer responses show that this practical model is better and more comprehensive in developing students' scientific abilities.

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Pratiwi, Maulidatul Kurnia, Sunu Kuntjoro, Titin Sunarti und Mohammad Budiyanto. „TOSLS Cognitive Instrument to Measure Students' Scientific Literacy Abilities“. IJORER : International Journal of Recent Educational Research 4, Nr. 6 (07.11.2023): 819–26. http://dx.doi.org/10.46245/ijorer.v4i6.432.

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Objective: This research is for the development of the TOSLS scientific literacy assessment instrument to determine the scientific literacy abilities of undergraduate science education students. Scientific literacy skills need to be known as a form of evaluation in learning. Scientific literacy skills are one of the abilities students must have after graduating from college and facing the work environment. Method: The quantitative method used in this research uses a Rasch model approach from 29 Bachelor of Science Education program students. Indicators of item suitability with Rasch model analysis measure this quality. The questions consist of 9 multiple choice questions with a correct score of 1 and an incorrect score of 0. Data processing uses MS Excel and SPSS 25 software. Results: The results show that all fit items, according to Rasch analysis, can be maintained without revision and used as a question instrument to measure the level of science literacy ability science for students with moderate scientific literacy abilities. Novelty: The research contribution of this question instrument can be used as reference material for evaluating the lecture process in biophysics courses on fermentation topics based on the level of scientific literacy ability.

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Heim, Ashley B., Cole Walsh, David Esparza, Michelle K. Smith und N. G. Holmes. „What influences students’ abilities to critically evaluate scientific investigations?“ PLOS ONE 17, Nr. 8 (30.08.2022): e0273337. http://dx.doi.org/10.1371/journal.pone.0273337.

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Critical thinking is the process by which people make decisions about what to trust and what to do. Many undergraduate courses, such as those in biology and physics, include critical thinking as an important learning goal. Assessing critical thinking, however, is non-trivial, with mixed recommendations for how to assess critical thinking as part of instruction. Here we evaluate the efficacy of assessment questions to probe students’ critical thinking skills in the context of biology and physics. We use two research-based standardized critical thinking instruments known as the Biology Lab Inventory of Critical Thinking in Ecology (Eco-BLIC) and Physics Lab Inventory of Critical Thinking (PLIC). These instruments provide experimental scenarios and pose questions asking students to evaluate what to trust and what to do regarding the quality of experimental designs and data. Using more than 3000 student responses from over 20 institutions, we sought to understand what features of the assessment questions elicit student critical thinking. Specifically, we investigated (a) how students critically evaluate aspects of research studies in biology and physics when they are individually evaluating one study at a time versus comparing and contrasting two and (b) whether individual evaluation questions are needed to encourage students to engage in critical thinking when comparing and contrasting. We found that students are more critical when making comparisons between two studies than when evaluating each study individually. Also, compare-and-contrast questions are sufficient for eliciting critical thinking, with students providing similar answers regardless of if the individual evaluation questions are included. This research offers new insight on the types of assessment questions that elicit critical thinking at the introductory undergraduate level; specifically, we recommend instructors incorporate more compare-and-contrast questions related to experimental design in their courses and assessments.

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Саврасов, М. „METACREATIVE ABILITIES: SCIENTIFIC APPROACHES AND EXPERIMENTAL INTROSPECTIVE RESEARCH METHODS“. Вісник ХНПУ імені Г. С. Сковороди "Психология", Nr. 61 (2019): 203–20. http://dx.doi.org/10.34142/23129387.2019.61.12.

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Aim. The purpose of our study is based on the urgent need of nowadays in the complex psychological diagnosis of metacreative abilities, which requires the creation of a reliable, valid, standardized methodology for the psychological diagnosis of a given personal construct, which would be based on the modern scientific psychological model of the diagnosed phenomenon (structure, features, etc.) Material and methods. As the methods and techniques of empirical research we use correlation analysis procedure by K. Pearson, questionnaires, interviews, method of expert evaluations. The empirical sample, which actually tests our proposed methodology for compliance with the basic psychometric criteria, includes the students of the first, third and fifth years of full-time studying of the Faculty of Physics and Mathematics, Faculty of Psychology, Economics and Management, Faculty of Technology, Elementary and Professional Education of the State higher educational institution «Donbass State Pedagogical University» (town Slovyansk), a total of 420 people aged between 18 and 30 years (specialization «Music», «Choreography», «Design and Fashion Design», «Basic Design», «Accounting and Taxation», «Management», «Psychology», «Mathematics», «Physics», «IT»). Results. Our methodology is evaluated according to four testing criteria: standardization, norms, reliability and validity. They are the criteria that are used to demonstrate the scientific adequacy of using this technique to measure individual mental differences. Observing the predictive power, it should be noted that during the year between the first and second surveys of the members of our sample by this method, those who had the results above average demonstrated significant creative achievements (artistic creativity, writing of scientific works, the development of advanced technologies of training and work). Finally, assessing constructive validity, we note that this test correlates positively with other relatively valid procedures for measuring creativity (convergent validation), and there is also a negative correlation between the results of the given methodology and the tests that measure conceptually different personality qualities. Conclusions. We have proposed an experimental and introspective technique «Metacreative Abilities» ( EIMCA ) which consists of two blocks – «Awareness in the field of creativity» and «Reflection in the field of creativity». Psychometric evaluation of our methodology was conducted using the criterion of standardization, normativity, reliability and validation with those to prove the scientific adequacy of the use of this technique for measuring the stated individual psychological differences.

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Good, Ron, Robert Kromhout und Wyllis Bandler. „Human and machine diagnosis of scientific problem-solving abilities“. Journal of Research in Science Teaching 23, Nr. 4 (April 1986): 263–75. http://dx.doi.org/10.1002/tea.3660230402.

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Kantiti, Renny Indah, Sarkadi Sarkadi und Mestika Sekarwinahyu. „THE EFFECT OF GUIDED INQUIRY ASSISTED BY INTERACTIVE MULTIMEDIA ON SCIENTIFIC LITERACY SKILLS VIEWED FROM LEARNING MOTIVATION“. Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 6, Nr. 3 (31.10.2023): 200–207. http://dx.doi.org/10.55215/jppguseda.v6i3.9041.

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The research aims to examine differences in scientific literacy abilities in guided inquiry assisted by interactive multimedia and conventional learning; differences in students' learning motivation in the high and low categories in scientific literacy abilities; interaction of student learning motivation and guided inquiry assisted by interactive multimedia on scientific literacy abilities. The experimental method uses a 2X2 (AXB) design. The population of class V students was sampled using purposive sampling, 2 classes as a control group and an experimental group. Data collection techniques use questionnaires and tests and data analysis uses two-way analysis of variance. It can be concluded that there are differences in the scientific literacy abilities of guided inquiry assisted by interactive multimedia and conventional learning; there is no difference in the learning motivation of students in the high and low categories regarding scientific literacy abilities; and there is an interaction effect of student learning motivation and guided inquiry assisted by interactive multimedia on scientific literacy abilities. Students who have high learning motivation have better scientific literacy skills than students with low learning motivation. The results of this research can be used as material for teachers to consider in implementing learning innovations and alternative solutions to improve students' scientific literacy skills.

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Anisa, Anisa, Ari Widodo, Riandi Riandi und Muslim Muslim. „The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation“. Scientiae Educatia 8, Nr. 2 (31.12.2019): 180. http://dx.doi.org/10.24235/sc.educatia.v8i2.5131.

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Malych, N. H., und O. V. Velykyi. „SCIENTIFIC AND INFORMATION IDEOLOGY OF SCIENTIFIC AND EDUCATIONAL AND METHODICAL DIRECTIONS OF THE STUDENTS INTELLECTUAL DEVELOPMENT“. Science and Transport Progress, Nr. 29 (25.10.2009): 168–71. http://dx.doi.org/10.15802/stp2009/14092.

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Song Sue Yeon und 김승희. „The effects of the scientific activities using divergent questions on young children’s scientific attitudes and scientific inquiry abilities“. Korean Journal of Early Childhood Education 38, Nr. 1 (Februar 2018): 53–78. http://dx.doi.org/10.18023/kjece.2018.38.1.003.

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Anjani, Adis Veliana, Yuberti Yuberti und Ardian Asyhari*. „Pengaruh Prestasi Akademik dan Perbedaan Gender Terhadap Kemampuan Scientific Reasoning Mahasiswa Fisika“. Jurnal Pendidikan Sains Indonesia 10, Nr. 4 (22.10.2022): 862–74. http://dx.doi.org/10.24815/jpsi.v10i4.26266.

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Scientific reasoning ability is one of the essential abilities in education for the 21st century. In addition, several studies reveal that scientific reasoning can affect academic achievement, which can also be seen from the gender aspect. The purpose of this study is to determine the effect of academic achievement on scientific reasoning abilities, the effect of gender on scientific reasoning abilities, and the relationship between academic achievement and gender differences on the scientific reasoning abilities of physics students. The participants in this study were all final-year students in the Physics Education Study Program at the State Islamic University of Raden Intan Lampung for the 2019/2020 academic year. This study's sample size was 87, with 13 males and 74 females. Purposive sampling was used in this study. The sample was selected from students nearing the end of their lecture program. The research instrument used was the Lawson classroom test for scientific reasoning, consisting of 12 multiple-reason questions with a reliability level of ,604. The study's Kruskal-Wallis test showed no significant effect between academic achievement and gender on scientific reasoning abilities. Also, the correlation test results using the spearman test showed no positive relationship between academic achievement and gender differences on the scientific reasoning ability of physics students

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Gottesman, Alan J., und Sally G. Hoskins. „CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature“. CBE—Life Sciences Education 12, Nr. 1 (März 2013): 59–72. http://dx.doi.org/10.1187/cbe.12-11-0201.

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The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course's initial semesters indicate that freshmen in a one-semester introductory course that uses a narrowly focused set of readings to promote development of analytical skills made significant gains in critical-thinking and experimental design abilities. Students also reported significant gains in their ability to think scientifically and understand primary literature. Their perceptions and understanding of science improved, and multiple aspects of their epistemological beliefs about science gained sophistication. The course has no laboratory component, is relatively inexpensive to run, and could be adapted to any area of scientific study.

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Andriana, Encep, Rina Yuliana, Sigit Setiawan, Tri Esti Noviyanti, Krisdiana Indri Ulfahmi, Laksmi Evasufi und Widi Fajari. „Students' Scientific Ability through Contextual Scientific-based Learning Tools During Covid-19 Outbreak“. International Journal of STEM Education for Sustainability 3, Nr. 2 (31.07.2023): 240–51. http://dx.doi.org/10.53889/ijses.v3i2.184.

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This study aimed to find out how students 'scientific abilities are using contextual scientific-based learning tools during the Covid 19 pandemic. The method used in this research is descriptive quantitative. This research was conducted by conducting structured observations and questionnaires. In the data collection process, the researcher conducted three different ways of collecting data: the door-to-door system, the home visit system, and conventional learning. The results of students' scientific abilities using contextual scientific-based learning tools with door-to-door data retrieval systems of 81.56%, which are included in the very good category, in the home visit data collection system of 84.06% which are included in the very good category and the system data collection of conventional learning in class by 88% which is included in the very good category. Based on the study's results, it can be concluded that contextual scientific-based learning tools can be very well used in science learning after going through 3 different ways: the door-to-door system, the home visit system, and the conventional one.

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Huda, M. Misbachul, Hery Miarto und Ahmad Rif'an Najih. „PENGARUH LKPD BERBASIS DISCOVERY LEARNING TERHADAP KEMAMPUAN LITERASI SAINS MAHASISWA“. Jurnal Pena Karakter 6, Nr. 2 (30.04.2024): 73–78. http://dx.doi.org/10.62426/jpk.v6i2.75.

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The aim of this research is to determine the effect of Discovery Learning-based Student Worksheets (LKPD) on students' scientific literacy abilities. The type of research used is a pre-experimental design with one group pretest-posttest. Data collection was carried out by testing students' literacy abilities. The test instrument was prepared by emphasizing three aspects of scientific literacy, namely concepts, processes, and scientific context. The research sample was students of PGSD STKIPAL Hikmah Surabaya. Hypothesis testing was carried out using a paired sample t-test assisted by the SPSS program. The swimmer test carried out was a normality test using the Shapiro-Wilk test. The research results show that Discovery Learning-based LKPD has an effect on students' scientific literacy abilities. The research results show that aspects of learning, such as learning models, learning resources, and the existence of LKPD, can influence students' scientific literacy abilities

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Ratcliffe, Mary. „Evaluation of abilities in interpreting media reports of scientific research“. International Journal of Science Education 21, Nr. 10 (Oktober 1999): 1085–99. http://dx.doi.org/10.1080/095006999290200.

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Lestari, Iing Dwi, Usman Usman, Siti Solihah Maulida, Zihma Fasyyaha, Laela Amalia Susanti, Ghaliyah Yasir und Ratu Qori Asyah. „Analysis of Students' Scientific Literacy Abilities on Environmental Changes Concepts“. Biodidaktika : Jurnal Biologi dan Pembelajarannya 19, Nr. 1 (31.01.2024): 37. http://dx.doi.org/10.30870/biodidaktika.v19i1.21234.

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Wati, Firda Prasetyo, und Fitria Wulandari. „THE EFFECT OF SOCIO SCIENTIFIC ISSUES BASED LEARNING ON ELEMENTARY SCHOOL STUDENT’ SCIENTIFIC LITERACY ABILITIES“. EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA 6, Nr. 3 (28.07.2024): 930–41. http://dx.doi.org/10.29100/.v6i3.4764.

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Scientific literacy is very important since by learning scientific literacy, one can solve all the challenges that occur in life. Students have difficulty in scientific literacy because of uninteresting learning. Therefore, efforts are needed to make learning more meaningful. This research aims to determine whether there is an effect of Socio Scientific Issues (SSI) based learning on elementary school students' scientific literacy abilities. The research method used was one group of pre-test and post-test design. The sampling technique used simple random sampling with a sample size of 14 students. Data analysis used the paired sample t-test and n-gain. The research results show that there were differences before and after implementing SSI learning with the n-gain test in the practical category

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Lamanauskas, Vincentas. „SCIENTIFIC WRITING AND PUBLISHING: ON THE SKILLS NEEDED TO WRITE AND SUBMIT SCIENTIFIC MANUSCRIPTS“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, Nr. 2 (15.12.2019): 78–79. http://dx.doi.org/10.48127/gu-nse/19.16.78.

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It is obvious that scientific writing is a special and complex part of academic activity. Researchers not only organise and conduct the research but also have to describe and publish them (or to spread information in other ways). Basically, there exist two very close, however quite different processes: scientific research organisation and accomplishment and the accomplished scientific research description. For the first process, the most essential are the abilities to carry out the research (plan, design, conduct, analyse, systematize and so on), whilst for the second process, the most essential are special abilities (find and evaluate print and electronic resources suitable for the academic text and to present original arguments based on academic goal search, to critically think and use the appropriate information while writing articles and so on). It is understandable that such descriptions have to correspond to general requirements of such type of works both in respect of structure, presentation, and content. Qualitative scientific works are written and submitted in a scientific style, correct, clear and accurate English (or other) language.

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Klein, Maike. „Robotic affective abilities“. A Peer-Reviewed Journal About 8, Nr. 1 (15.08.2019): 34–44. http://dx.doi.org/10.7146/aprja.v8i1.115413.

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Within both popular media and (some) scientific contexts, affective and ‘emotional’ machines are assumed to already exist. The aim of this paper is to draw attention to some of the key conceptual and theoretical issues raised by the ostensible affectivity. My investigation starts with three robotic encounters: a robot arm, the first (according to media) ‘emotional’ robot, Pepper, and Mako, a robotic cat. To make sense of affectivity in these encounters, I discuss emotion theoretical implications for affectivity in human-machine-interaction. Which theories have been implemented in the creation of the encountered robots? Being aware that in any given robot, there is no strict implementation of one single emotion theory, I will focus on two commonly used emotion theories: Russell and Mehrabian’s Three-Factor Theory of Emotion (the computational models derived from that theory are known as PAD models) and Ekman’s Basic Emotion Theory. An alternative way to approach affectivity in artificial systems is the Relational Approach of Damiano et al. which emphasizes human-robot-interaction in social robotics. In considering this alternative I also raise questions about the possibility of affectivity in robot-robot-relations.

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Shadrikov, V. D., V. A. Mazilov und Yu N. Slepko. „Abilities in Modern Foreign Psychology“. Psikhologicheskii zhurnal 45, Nr. 4 (13.10.2024): 29–38. http://dx.doi.org/10.31857/s0205959224040033.

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The article is devoted to the problems of the state of abilities in modern foreign psychology. At the basis of American psychology, the historical dynamics of a significant increase in the interest of foreign psychologists in the development of problems of abilities in the 20th-21st centuries are stated. The analysis is carried out on the basis of research in leading scientific publications published in 1991–2024. Their multidimensional and qualitative characteristics are based on a methodological and functional method of analysis, which makes it possible to distinguish types of research, their subject, method, empirical object, as well as relation to abilities such as object formation or measurement. A comparative description of the abilities of American and Russian psychology allows us to establish their thematic unity at the level of research (dominance of empirical potential), their subject (predominance of interest in general abilities), method (predominance of quantitative potential), as well as the predominance of functional measurement potential for determining problems of abilities. The distinctive features of the capabilities of American psychology are the Western volume of meta-analytic theoretical research, as well as the predominance of groups of subjects as the object of empirical research. In conclusion, it is argued that the experience of American psychology can be used in international studies of problems of abilities, in organizing discussions of some classification bases of types of abilities, in work on the number of specialized scientific publications.

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Rachmawati, Rivanna Citraning, und Erma Diningsih. „Pengenalan Sosio Scientific Issue secara Daring terhadap Kemampuan Penalaran Siswa“. Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 15, Nr. 1 (30.06.2021): 31–36. http://dx.doi.org/10.26877/mpp.v15i1.7840.

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SSI is a strategy that aims to stimulate intellectual, moral and ethical development, as well as awareness of the relationship between science and social life. The use of SSI will improve students' reasoning skills to face the challenges of the 21st century. This SSI application uses questions on social issues. This research was conducted in December 2020. This research used a descriptive survey method. The research stage was carried out with a survey related to students 'reasoning abilities in the city of Semarang, then students were given questions about SSI as a form of treatment and observed how the patterns of students' reasoning abilities were related to SSI. The results showed an increase in students' reasoning abilities due to the introduction of SSI questions.

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Sofia, Sastra. „Saintifik dengan bermain air warna di TK Aisyiyah Bustanul Atfal Kajai Kabupaten Pasaman Barat“. JPGI (Jurnal Penelitian Guru Indonesia) 3, Nr. 2 (10.12.2018): 119. http://dx.doi.org/10.29210/02301jpgi0005.

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This study used Classroom Action Research conducted in Kindergarten Aisyiyah Bustanul Atfal Kajai. This research was conducted for 2 months, namely as many as 2 cycles, namely cycle I consisted of 3 meetings and cycle II consisted of 3 meetings. Data collection with observation, interviews, and documentation were analyzed by percentage techniques. The results of observations in the initial conditions showed that children's scientific abilities were still low. The implementation of the first cycle of the first meeting to the third shows an increase in children's scientific abilities, but has not yet reached the KKM so that the second cycle is carried out. After the second cycle, the first meeting until the third meeting saw a significant increase in children's scientific abilities, especially in terms of children's abilities. Based on these studies it can be concluded that there is an increase in children's scientific abilities through the Science approach by playing Color Water at Aisyiyah Bustanul Atfal Kajai Kindergarten, Regency of West Pasaman.

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Rustika, Putik. „PENERAPAN PENDEKATAN SAINTIFIK BERBASIS MASALAH KONTEKSTUAL UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK“. Integral : Pendidikan Matematika 9, Nr. 1 (31.08.2019): 22–35. http://dx.doi.org/10.32534/jnr.v9i1.649.

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This study aims to determine the differences in increasing the ability ofmathematical representation and the acquisition of mathematical problem solvingabilities between students who get learning with a scientific approach based oncontextual problems with students who get expository learning. This type ofresearch is quasi-experimental. The sample was 79 VII grade students who camefrom two classes in one State Junior High School in Lembang Regency. First classgets learning with a scientific approach based on contextual problems and thesecond class gets Expository learning. Both classes posttest mathematical problemsolving abilities. The results showed that (1) there was a difference in the overallacquisition of mathematical problem solving abilities between students whostudied with a scientific approach based on contextual problems and students whoreceived expository learning; (2) there are differences in the acquisition ofmathematical problem solving abilities based on students' initial mathematicalabilities (high, medium, low) (3) there is an influence of interaction between thelearning model and students' initial mathematical abilities on improving students'mathematical problem solving abilities. Keywords: Learning Scientific Approach Based on Contextual Problems,Mathematical Problem Solving

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Yang, Shuai, und Eunjoo Oh. „Strategies for Enhancing Young Children's Scientific Inquiry Skills“. Journal of Education and Educational Research 11, Nr. 1 (28.10.2024): 29–35. http://dx.doi.org/10.54097/6pvx7482.

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In recent years, with the continuous advancement of educational reform, the importance of scientific education in early childhood has become increasingly evident. Early childhood is a critical period for cognitive development and interest cultivation. Through scientific inquiry activities, young children’s cognitive development, problem-solving abilities, and curiosity about the surrounding world can be effectively promoted. However, the implementation of early childhood scientific inquiry education still faces numerous challenges, such as a lack of systematic theoretical guidance and insufficient strategies for improvement. This study aims to enhance the existing theoretical foundations of young children's scientific inquiry abilities and proposes specific strategies for improvement to foster the comprehensive development of children's scientific literacy.

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Cristanti, Widya, Topik Hidayat und Bambang Supriatno. „Kemampuan Klasifikasi dan Kolaborasi Siswa Pada Materi Klasifikasi Tumbuhan Menggunakan Pembelajaran Scientific Outbound: Studi Pendahuluan“. Jurnal Penelitian Pendidikan IPA 10, Nr. 4 (30.03.2024): 2144–53. http://dx.doi.org/10.29303/jppipa.v10i4.6341.

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This research is a quantitative descriptive analysis which aims to describe the implementation of scientific outbound learning on plant classification material to see students' classification and collaboration abilities using data obtained objectively. The research was conducted in the botanical garden of the Indonesia University of Education with class X students at Daarut Tauhid Girl’s Boarding High School Bandung as research subjects. The research instruments used were a questionnaire assessing the design of scientific outbound learning, classification ability questions, as well as questionnaires and observation sheets of collaboration ability. The results of the research show that students' classification abilities are not yet optimal as seen through the pretest results, with an average of 38.13 and the posttest results with an average of 50.93 have not passed the school's KKM figure of 76 due to several obstacles and causal factors found, such as reduced students interest after learning is completed, lack of motivation given to students, and limited use of smartphones. Students' collaboration abilities are indicated to emerge through scientific outbound learning activities based on the results of students' collaboration abilities assessment which are already included in the category of developing collaboration abilities and already possessing collaboration abilities

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Putri, L. H., P. Siahaan und Hernani. „Students’ scientific reasoning and argumentative abilities through levels of inquiry models based on socio-scientific issue“. Journal of Physics: Conference Series 1521 (März 2020): 042100. http://dx.doi.org/10.1088/1742-6596/1521/4/042100.

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Khairul Mahdi. „Class XI Students' Science Literacy Ability Profile on Biology Material In MAN 1 KOLAKA“. JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, Nr. 2 (31.07.2024): 975–80. http://dx.doi.org/10.56778/jdlde.v3i2.277.

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Scientific literacy is defined by PISA as the ability to use scientific knowledge, identify questions, and draw conclusions based on evidence, to understand and make decisions regarding nature and changes made to nature through human activities. Scientific literacy is very important because, first, understanding. This research is exposure-facto research. This research aims to determine the scientific literacy abilities of class XI MIPA MAN 1 KOLAKA students in biology material. The research method used is a qualitative descriptive method. The research subjects consisted of 33 students from class XI MIPA 1 and XI MIPA 2. The research instrument used was a written test in the form of multiple-choice via Google Forms. Results of the scientific literacy abilities of the (Gusmaweti et al., 2022) class. The research results showed that students' scientific literacy abilities were classified as low, with an average percentage score of 47% for Class XI MIPA 1 and 70% for Class XI MIPA 2.

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Yuliarti, Yuliarti, Sarwiji Suwandi, Andayani Andayani und Sumarwati Sumarwati. „Learning Model Inquiry-Based Local Wisdom Dilemmas Stories and Their Effects on Critical Thinking and Scientific Writing Abilities“. International Journal of Learning, Teaching and Educational Research 22, Nr. 5 (30.05.2023): 538–57. http://dx.doi.org/10.26803/ijlter.22.5.27.

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The findings of this study reveal a mismatch between competence criteria and the reality of students' critical thinking and scientific writing abilities. As a result, it is critical to find a solution to this problem as soon as possible. This study aims to implement the inquiry-based learning model of local wisdom dilemmas stories (ILWDS) and examine its effect on improving critical thinking and writing abilities. The research design is a quasi-experimental pretest-posttest control group design. The research sample consisted of 2 senior high schools—the samples consisted of 62 students in the experimental and 62 in the control group. Data on students' critical thinking abilities were obtained through test instruments. The data obtained were analyzed descriptively and inferentially using MANOVA. Additional studies to evaluate the number of the treatment's effects on the capacity to think critically and write scientifically used Cohen's d equation. The results showed that the mean score of the experimental group's critical thinking abilities and scientific writing was higher than that of the control group. The results of the MANOVA analysis show that there is a significant influence of the ILWDS learning model on students' critical thinking abilities and scientific writing. This model is effective in the high category. Therefore, the ILWDS learning model is recommended to be applied in senior high schools which need help improving critical thinking abilities and scientific writing.

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Amelia, Tasya, Muhyiatul Fadilah, Helendra Helendra und Elsa Yuniarti. „Hubungan Hasil Belajar dengan Kemampuan Argumentasi Ilmiah Peserta Didik SMAN 1 Payakumbuh pada Materi Sistem Imun“. ISLAMIKA 5, Nr. 2 (01.04.2023): 595–604. http://dx.doi.org/10.36088/islamika.v5i2.3062.

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Learning outcomes are an assessment of the abilities possessed by students after participating in the learning process. Low learning outcomes caused by low scientific argumentation. This study aims to determine the relationship between learning outcomes and the ability of scientific argumentation of students of SMAN 1 Payakumbuh on the immune system material. This research is a descriptive study with the correlation method. The research sample consisted of 34 students of class XII MIPA 8 SMAN 1 Payakumbuh. . The research instrument is in the form of valid student learning outcomes tests and scientific argumentation ability tests. The results showed that students' learning outcomes were in the moderate category with an average of 63% and students' scientific argumentation abilities were included in the weak category with an average of 39.02%. There is a positive and significant correlation between learning outcomes and the scientific argumentation abilities of class XII MIPA 8 students in the immune system material with a value of r = 0,658 which is in the very strong category. The value coefficient = 6,562 is greater than the coefficient =2,0369. So it can be concluded that there is a positive and significant relationship between learning outcomes and scientific argumentation abilities of SMAN 1 Payakumbuh students on the immune system material.

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Ramdani, Yani. „Pembelajaran dengan Scientific Debate Untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa“. MIMBAR, Jurnal Sosial dan Pembangunan 30, Nr. 1 (05.06.2014): 1. http://dx.doi.org/10.29313/mimbar.v30i1.427.

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This study examines the effect of scientific debate instructional on the enhancement of mathematical creative thinking ability of students.This study is quasi-experimental with a static group comparison design involves 94 students from Department of Mathematics Education. Research instruments include student’ prior knowledge of mathematics (KAM) and creative thinking ability test. Scores of the the enhancement of mathematical creative thinking ability were analyzed with normalized gain test. The Effect of Scientific Debate instructional and conventional instructional was used the Mann-Whitney U and Kruskal Wallis test. The study finds that the enhancement in mathematical creative thinking ability with scientific debate instructional was better than conventional. The enhancement of student’ mathematical creative thinking abilities with a scientific debate instructional based on the KAM, it is not completely distinctive. On the other hand, the enhancement of student’ mathematical creative thinking abilities with a conventional instruction based on the KAM was considerably different. On the scientific debate instructional, student’s educational background differences do not give major effect on the enhancement student’ mathematical creative thinking abilities but on the conventional instructional provides a better effect.

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Atamanchuk, Petro. „SKILLS, ABILITIES, BELIEFS: HIGHEST LEVELS COMPETENCES AND OUTLOOK OF THE INDIVIDUAL“. Collection of scientific papers Kamianets-Podilsky Ivan Ohienko National University Pedagogical series 28 (26.12.2022): 40–45. http://dx.doi.org/10.32626/2307-4507.2022-28.40-45.

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The multi-disciplinarily of STEM-integration innovations of the modern system of natural science education focuses on effective and high-quality formation of the future specialist through the prism of the formation of one’s own author’s credo as an essential indicator of his competence and worldview. Since the end of the 1990s, the problem of improving the quality of education of specialists in the field of natural sciences has become quite relevant in the educational policy of many European countries. Experience [3–13; 15; 17–22] confirms: the reform of science education on the basis of competency-based and worldview approaches can be fully resolved only under the condition of a comprehensive understanding of this problem, which involves updating state standards (learning content and educational environment), curricula, textbooks, manuals, tools, practical training etc. The formation of an individual’s natural and scientific competence takes place in the process of his mastering a set of sciences that study nature and its laws. STEM-integration of education prompts modern multi-disciplinarily to the need to optimize the process of solving the problem of managing the competence-viewpoint formation of a future specialist of any profile. The publication proves that the development of the New Ukrainian School focuses on the implementation of technologies of binary goal orientations (a specific academic discipline + its teaching method) as a means of forming a holistic natural and scientific credo of an individual: ensuring the readiness of a teenager, a young person, a specialist of any profile to study throughout all life and mastering the experience of mankind regarding the creation and use of high technologies in all possible scientific and industrial spheres of safe innovative human activity.

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Sari, Rahmi Maiyunda, Saleh Haji und Zamzaili Zamzaili. „PENGARUH PEMBELAJARAN DARING (GOOGLE CLASSROOM) DENGAN MENGGUNAKAN PENDEKATAN SAINTIFIK BERBASIS ETNOMATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH“. Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, Nr. 3 (30.12.2023): 1468–77. http://dx.doi.org/10.46306/lb.v4i3.419.

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This research aims to determine the effect of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the mathematical problem solving and communication abilities of class VIII students at SMPN 02 Bengkulu City. This research is quantitative research with a quasi-experimental method. The population in this study were class VIII students at SMPN 02 Bengkulu City, Even Semester, 2020/2021 Academic Year. The sample for this research was class VIII C students as an experimental class by implementing online learning (Google Classroom) using an ethnomathematics-based scientific approach to mathematical problem solving and communication skills and class VIII A students as a control class by applying conventional learning via WhatsApp. The results of this research show that the Ftable value = 3.99. The results of learning using online (Google Classroom) with conventional learning on problem solving abilities Fcount = 7.9. The results of the problem-solving abilities of students with high abilities and students with low abilities Fcount = 8.86, and the results of the interaction of learning factors and abilities on students' problem-solving abilities Fcount = 7.41. It can be concluded that Fcount > Ftable, then H0 is rejected, so there is an influence of online learning (Google Classroom) using a scientific approach based on ethnomathematics on the problem-solving abilities of class VIII students at SMPN 02 Bengkulu City

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Syarqiy, Dibyaratna, Lia Yuliati und Ahmad Taufiq. „Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton's Law Material“. Jurnal Penelitian Pendidikan IPA 9, Nr. 9 (25.09.2023): 7264–72. http://dx.doi.org/10.29303/jppipa.v9i9.4589.

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The ability of argumentation and scientific reasoning is part of scientific literacy which is a requirement for learning science. Students get knowledge according to the understanding of scientists, which is important for students to have, especially in Newton's law material, but learning in the classroom currently has not developed argumentation and scientific reasoning skills properly. This study used a mixed method design with an embedded experimental design carried out offline. This research design was used in order to obtain an in-depth picture of students' argumentation and scientific reasoning abilities. The results showed that students' argumentation and scientific reasoning abilities increased significantly after being given the phenomenon-based Argument-Driven Inquiry (ADI) learning model. This learning has a moderate effect on argumentation skills and a very large one on students' scientific reasoning. Even though students' argumentation abilities have increased significantly, on average students still have difficulty in associating a phenomenon with the appropriate Newton's Laws. Scientific reasoning students also experience positive changes. This is evidenced by the increase in post-test scores and effect sizes which are in the very large category

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Yediarani, Rivani Dita, Maison Maison und Ahmad Syarkowi. „Scientific Reasoning Abilities Profil of Junior High School Students in Jambi“. Indonesian Journal of Science and Education 3, Nr. 1 (30.04.2019): 21. http://dx.doi.org/10.31002/ijose.v3i1.627.

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This study aims to determine the profile of scientific reasoning ability of junior high school students in Jambi. The type of this research is descriptive quantitative, while the research design using survey type cross-sectional design. The population in this study were junior high school students in Jambi City with a total of 25,789 students. The sampling technique used is cluster sampling. The sample used in this study is 1146 students from 15 schools with different accreditation levels. Techniques of data collection of this study are using the problem of reasoning abilities from lawson's classroom test of scientific reasoning (CTSR) in 2000. The results showed that 100% of the sample is concrete. With the ability of Conservation of matter and volume as the most ability owned by students with the percentage of 16.1% and the lowest ability is the ability of Proportional reasoning with a percentage of 3.0%. This shows that students have not been able to use their reasoning for abstract things. In general, no reasoning ability that has a percentage of 50% indicates that students' reasoning ability in junior high school is still very low and fundamental. Keywords: Profile, scientific reasoning, junior high school, Jambi city

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Shadrikov, V., V. Mazilov und U. Slepko. „All-Russian scientific and practical conference " Psychology of abilities and giftedness”“. Psikhologicheskii zhurnal 41, Nr. 3 (2020): 140–42. http://dx.doi.org/10.31857/s020595920009340-0.

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池, 云彦. „Practice and Exploration of Scientific Research Abilities for Medical Undergraduate Students“. Creative Education Studies 07, Nr. 02 (2019): 155–58. http://dx.doi.org/10.12677/ces.2019.72028.

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Stavridou, Fotini, und Domna Kakana. „Graphic abilities in relation to mathematical and scientific ability in adolescents“. Educational Research 50, Nr. 1 (März 2008): 75–93. http://dx.doi.org/10.1080/00131880801920429.

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马, 美娟. „Exploration of Cultivating Scientific Research Abilities for Clinical Master’s Degree Students“. Asian Case Reports in Emergency Medicine 12, Nr. 03 (2024): 71–75. http://dx.doi.org/10.12677/acrem.2024.123010.

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Marchenko, A. A. „SCIENTIFIC AND THEORETICAL FUNDAMENTALS FORMATION OF CREATIVE THINKING DESIGNERS“. Educational Dimension 13 (26.05.2022): 148–53. http://dx.doi.org/10.31812/educdim.5757.

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Anderha, Refiesta Ratu, Walid . und Kartono . „Analysis of Flipped Classroom Learning with a Scientific Approach to Students’ Mathematical Problem Solving Ability in View of Self Efficacy“. International Journal of Research and Review 10, Nr. 7 (19.07.2023): 608–20. http://dx.doi.org/10.52403/ijrr.20230772.

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Opportunity is material at the junior high school level that is easy to relate to the problems of everyday life. Even so, there are still findings that show students' difficulties and errors in solving opportunity problems. Students' disbelief in their ability to solve problems is thought to be an obstacle for students, besides that the learning model and approaches implemented in schools are one of the factors in improving students' problem-solving abilities. However, further research is needed to prove it. This study aims to analyze the effectiveness of flipped classroom learning with a scientific approach in terms of student self-efficacy, as well as to describe students' mathematical problem-solving abilities on opportunity material in terms of students' self-efficacy in solving problems. The research subjects were class VIII students of SMP IT Insan Cendekia Semarang. The results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem-solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving skills. This result is proven by The results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving skills. This result is proven by the results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem-solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving abilities. This result proven that there is an influence between students' self-efficacy on the mathematical problem-solving abilities of students who are taught using the flipped classroom learning model with a scientific approach. So, in other words, self-efficacy has a positive effect on students' problem-solving abilities. Keywords: problem solving ability, flipped classroom, self-efficacy, scientific approach

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Narti, Romi. „Peningkatan kemampuan sains anak melalui metode eksperimen penggunaan tepung sagu“. JPGI (Jurnal Penelitian Guru Indonesia) 3, Nr. 2 (14.02.2019): 114. http://dx.doi.org/10.29210/02300jpgi0005.

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This research uses Classroom Action Research conducted in Pertiwi Kajai Kindergarten. This research was conducted for 2 months, namely as many as 2 cycles, namely cycle I consisted of 3 meetings and cycle II consisted of 3 meetings. Data collection with observations, interviews, and documentation were analyzed by percentage techniques. The results of observations on the initial conditions indicate that children's scientific abilities are still low. The implementation of the first cycle of the first meeting until the third meeting showed an increase in children's scientific abilities, but had not been able to reach the KKM so the second cycle was carried out. After the second cycle, the first meeting until the third meeting shows a significant increase in children's scientific abilities, especially in the aspect of children, can practice how to cook from the ingredients to be used. Based on these studies it can be concluded that there is an increase in children's scientific abilities through experimental methods about sago flour in Pertiwi kajai Kindergarten, West Pasaman.

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Azka, Nabila Wardatul, Hafiziani Eka Putri und Puji Rahayu. „Pengaruh Model Problem Based Learning terhadap Peningkatan Kemampuan Literasi Sains Siswa Sekolah Dasar“. FONDATIA 7, Nr. 3 (01.09.2023): 694–705. http://dx.doi.org/10.36088/fondatia.v7i3.3799.

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The low scientific literacy ability of elementary school students is the basis of this research. This study aims to find out and analyze: 1) increasing the scientific literacy abilities of students who use the PBL model with students who use conventional learning; 2) the effect of applying the model PBL on students' scientific literacy abilities. The type of research used is quasi-experimental research with design non-equivalent control group and techniques purposive sampling. The sample for this study was fourth grade students at one of the public elementary schools in Purwakarta, totaling 50 students with 25 students in grade IV A and 25 students in grade IV B. Based on the results of the research, the conclusions were obtained: 1) The scientific literacy skills of students using the PBL model were increased. better compared to students who use conventional learning; 2) there is an influence from the application of the model PBL on students' scientific literacy abilities.

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Aini, Eva, Evendi Evendi, A. Halim, M. Syukri und Yusrizal Yusrizal. „Relationship between Misconceptions and Students' Scientific Literacy Abilities on Global Warming Material“. Jurnal Penelitian Pendidikan IPA 9, Nr. 10 (25.10.2023): 8051–58. http://dx.doi.org/10.29303/jppipa.v9i10.5156.

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This study aims to identify misconceptions experienced by students, the level of scientific literacy skills and the relationship between misconceptions and scientific literacy skills on global warming. The research method used is correlational research with a quantitative approach. The sample selected was 80 students using purposive sampling technique. The instrument used was 10 items to measure misconceptions with a four-tier multiple choice diagnostic test and 10 test items to measure scientific literacy skills. The results of the analysis of misconceptions with CRI showed that the category of misconceptions was 44% with moderate criteria, students who understood the concept were 32% and did not understand the concept by 32%. The results of the analysis of scientific literacy skills obtained an average value of 40.65, a percentage of 40.7% and is in the low category after interpretation. The aspect of scientific literacy that is measured in the highest percentage is the context aspect with an average percentage of 48.1%, the knowledge aspect is 40.4% and the competence aspect is 34.1%. The results of the analysis of the relationship between misconceptions and scientific literacy skills were carried out using the Pearson product moment correlation test which showed a positive and significant relationship with a significant value of 0.008 < 0.05 and a large correlation value of 0.270 with a low category. Based on the hypothesis test, the results show that there is a positive relationship between misconceptions and scientific literacy skills with tcount 2.476 > ttable 1.990.

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Spagnuolo Lobb, Margherita. „Malcolm Parlett's Five Abilities and Their Connection With Contemporary Scientific Theories on Human Interconnectedness“. British Gestalt Journal 15, Nr. 2 (01.10.2006): 36–45. http://dx.doi.org/10.53667/odjq7246.

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"Abstract: Malcolm Parlett (2000) has written about 'Five Abilities' in an article published in the British Gestalt Journal. He has written about these abilities in greater depth, but this work remains unpublished. In this paper I want to demonstrate how the Five Abilities are connected with Gestalt therapy's core principles as well as with the results of recent studies in neuroscience and infant research, and I hope to prompt Parlett to bring this work to the public arena. Key words: human nafure, socio-psychological situation, neuroscience, interconnecting."

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Tian, Xian Zhi. „Automation of Communication for Improving Autonomous Interpretation Abilities“. Advanced Materials Research 1046 (Oktober 2014): 496–99. http://dx.doi.org/10.4028/www.scientific.net/amr.1046.496.

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In the course of improving autonomous interpretation abilities, different methods will be used. At the same time, different channels will also been taken into consideration for improving autonomous interpretation abilities. Automation of communication is one of the channels, which plays an important role in this course with the development of information technology. In the paper, the author has collected some information about automation of communication and at the same time, the author also investigated the scientific channels for learners’? using automation of communucation in different ways. After the investigation and interview of the author, some scientific results will be found after detail analysis of the author. At the same time, some shortcomings of the application of automation of communication can also be found. Some effective improving measures will be put forward to overcome the shortcoming for reform.

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