Academic literature on the topic 'Junior cycle science'

This study aims to improve the ability of school science laboratory managers through mentoring school supervisors in cluster I of Baguala district in Ambon City. This research begins with the researchers' findings in the pre-cycle stage where the management of the Natural Sciences Laboratory in 4 of these schools has not been managed properly in accordance with the National Library Standards (SNP: Standar Nasional Perpustakaan). This research is a School Action Research (PTS: Penelitian Tindakan Kelas) conducted in 2 mentoring cycles that contain stages of planning, implementation and reflection (evaluation) and accompanied by a standard of success (minimum of 75%). The results of mentoring in cycle 1 have not shown satisfactory results due to various deficiencies in the mentoring instruments in Junior High School 7 Ambon, Junior High School 13 Ambon, Junior High School 20 Ambon, and Junior High School 21 Ambon. Under these conditions further assistance was made in cycle 2 where the result was that all the mentoring instruments had been repaired and completed by the manager of the school's Science Laboratory. The results of this study indicate that mentoring school supervisors can improve the ability of the Science Laboratory managers in these four schools.

<p>Two research objectives have been stated, namely improving student learning achievement and science process skill improvement. This two objectives were ascertained ofter the application of Guided Inquiry strategy towards junior high school student of Surakarta. This research was conducted upon junior high school student of SMP Negeri 5 Surakarta in academic year of 2011/2012. As in a classroom action research, this research performed within 4 cycles and each consist of 4 phases namely planning, action, observation and reflection. The obtained data were analized descriptively ofter validated using split half method. The result showed that Guided Inquiry did a good job. According to the observation the percentage of science process skill had been improved from the baseline 50,62% to 54,43% in 2^nd cyle to 64,57% in 3^rd cycle and ended up by 68,48% in the last cycle. This it can be concluded that Guided Inquiry has given effects towards science process skill student learning achievement has also been improved from baseline. The cognitive achievement has been improved from 14,53% to 15,12% in 2^nd cyle to 15,75% in 3^rd cycle and ended up by 15,25% in the last cycle. This improvement can also been seen in the affective and psikomotoric as well. The affective achievement has been improved from 49,96% to 51,72% in 2^nd cyle to 61,07% in 3^rd cycle and ended up by 61,61% in the last cycle. The Psikomotoric achievement has been improved from 43,80% to 52,01% in 2^nd cyle to 62,72% in 3^rd cycle and ended up by 71,93% in the last cycle. Hence it can be concluded that Guided Inquiry has considered as effective to improve learning achievement.</p><p> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Guided Inquiry, Science Process Skills, Achievement</p>

One of the teacher's tasks is to organize innovative learning by varying the learning model in the class. One learning model that can be used is a talking stick. Because according to preliminary observations it was found that students were not interested in natural science subjects, lacked motivation and low learning outcomes. This Classroom Action Research aims to find out: 1) Does the application of the talking stick model increase student motivation in junior high school science subjects ?; and 2) Can the application of the talking stick model improve student learning outcomes in junior secondary science subjects? This research was conducted in class VIII of SMP Negeri 11 Kota Bima in the 2017/2018 academic year from February to April 2018. The research was conducted in 2 cycles. Data analysis uses qualitative and quantitative data analysis. The results of the study: 1) the application of the talking stick model can increase student motivation in junior high school science subjects, because students who have high motivation and are very high in cycle II are 21 people or 91%. 2) the application of the talking stick model can improve student learning outcomes in junior high school science subjects, because students who successfully meet the minimum value of KKM 70 in cycle II are 21 people or 91%.

This study aims to improve the Learning Outcomes of Science, Technology, Engineering, and Mathematics (STEM) Water Purification Materials for Class IX Junior High School Students. This research is a Classroom Action Research (CAR). The Research Procedure includes two cycles. The instruments used for the assessment of learning outcomes are teacher and student observation sheets. From the analysis of the assessment of student learning outcomes, there is an increase in learning outcomes after using the Science, Technology, Engineering, and Mathematics (STEM) approach to Water Purification material, namely from 21 students there are 4 (19.05%) students have high learning outcomes in the cycle category. 1 while in cycle 2 there were 18 (85.71%) students. From the analysis of teacher observations in cycle 1 of the medium category and cycle 2 of the high category. Meanwhile, from the analysis of student activities in cycle 1 for aspects of interest, attention, participation, and presentation in the moderate category and cycle 2 in all these aspects in the high category Based on the research, it can concluded that there is an increase in science learning outcomes in water purification material with the Science, Technology, Engineering and Mathematical, (STEM) approach in class IX students of SMP.

Objectives The purposes of this study were to analyze the Irish new Junior Cycle Curriculum and draw the issues and implications. Methods For the study, collected documents related to Irish Junior Cycle curriculum development and operation published by the Irish Ministry of Education and the National Curriculum Evaluation Institute. This study derived implications by analyzing the characteristics of the educational system, curriculum goals, schedule, composition method, principles of curriculum guidelines and curriculum contents. Results The new junior cycle curriculum had set out 8 principles, 8 key skills and twenty-four statements of learning for the junior cycle. It comprises subjects, short courses and priority learning units(PLUs). Schools have the flexibility to decide what combination of subjects and short courses could be. The Junior Certificate examination is being replaced by a new school-based model of assessment. Conclusions Recommendations are as follows: First, continuity, sequence and interrelationship in developing and implementing the curriculum especially among subjects is very crucial. Second, the relevance of key skills in every subject should be examined. Third, new subject area ‘short courses’ has special meaning for future. As in Ireland junior cycle framework, greater choice for schools and their students could be with the third area, ‘short courses’.

The background of this research was the low student learning outcomes in science material, especially the concepts of vibration and waves. This research aims to improve the learning outcomes of students in Junior High School through the using of A.L.A.M (Amati, Lakukan, Analisis, Mengkreasi). cooperative learning model. This research is a Classroom Action Research where researchers work with physics teachers as observers. The research subjects were 32 students of class VIII A at State Junior High School, Merakurak Tuban. The techniques used in data collection are observation and tests. The data analysis technique used is quantitative descriptive analysis to analyze the results of the final test of each cycle and qualitative descriptive analysis to observe the results of each cycle. The research was carried out in 2 cycles and each cycle was carried out in 2 actions. The results showed that using of A.L.A.M cooperative learning model in science learning could improve student learning outcomes. This is indicated by an increasing in the value of student learning outcomes in pre-cycle to cycle II. In cycle, I, the average score obtained by students was 71.88 while in cycle II, the average value obtained by students reached 73.59. In conclusion, the using of A.L.A.M cooperative learning model (Amati, Lakukan, Analisis, Mengkreasi) can improve the learning outcomes of students.

The purpose of this research is to know the effectiveness of implementation of cooperative learning with group investigation and audiovisual media learning to improve student learning achievement and student`s attitude of love the homeland at junior high school students. The classroom action research was used as research approach. The subjects of research subjects were teachers and 32 students of class VIIIA. The data were analyzed by interactive analysis technique and comparative descriptive analysis. The results of this study indicate the improvement of learning achievement with an average value of 70 in cycles I, 77 in cycles II, and 81.75 in cycle III. Meanwhile the attitude score for love of the homeland shows improvement with the average yield of 72 in cycles I, 82 in cycles II, and 85 in cycle 3. Based on the results of the research, it can be concluded that the learning model for study Group Investigation with audiovisual learning media had proved to improve the learning achievement and attitude of love the homeland of student in the class VIIIA Sambirejo 2 State Junior High School.

This study aims to : (1) describe the learning activities of students in learning science especially in the study of physics on the subject matter of light and optical devices in students of class VIII Togomangura Satap Junior High School taught through the guided inquiry learning model; (2) describing the improvement of science learning outcomes in the study of the physical subject matter of light and optical devices in grade VIII students of Togomangura Satap Junior High School which are taught through guided inquiry learning models; (3) describe the increase in completeness of natural science learning, especially in the physics study of eighth grade students of Togomangura Satap Junior High School who are taught by applying the guided inquiry learning model. The subjects of this study were all eighth grade students of Togomangura Public Middle School with 18 students, consisting of 11 men and 7 women. The data collection technique was carried out by observation and student learning achievement test in the form of a description test. Data analysis techniques using descriptive statistics. Based on the results of data analysis and discussion, it can be concluded that: (1) the learning activities of students by applying the guided inquiry learning model in each cycle tend to increase and improve in each unit of student activity. This is indicated by the acquisition of an average score of cycle I of 2,6 which belongs to the sufficient category and increased in cycle II to 3,8 which belongs to the good category; (2) science learning outcomes of students in class VIII Togomagura Satpap can be improved by applying the guided inquiry learning model to the subject matter of light and optical devices, where in cycle I is obtained an average value of 59,2 with a standard deviation of 22,9 and at cycle II obtained an average value of 65,6 with a standard deviation of 23,4; (3) completeness of science learning for students of class VIII Togomagura Satpap Junior High School taught through the use of guided inquiry learning models in each cycle tends to increase, where in cycle I the percentage of mastery learning outcomes is 27,8 % and in cycle II is 66,7 % .

This purposes of this research is to improve learning result on science subject through google classroom application. Google classroom can be used to assist students in developing problem solving skills This classroom action research conducted by 2 cycles of the four phases: planning, implementation, observation, reflection. The subjects were students from class VII- Junior High School State 2 Tebing Tinggi which amounted to 37 students. This study used a qualitative descriptive analysis technique. The results showed that the use of the google classroom application of science subjects can improve student learning result characterized by increased mastery learning students, namely the first cycle (70,2%), cycle II (89,1%) and complete learn the clasical equal to 89.1 %. Key word : google-classroom, science

Based on interviews with a teacher of science at Junior High School 17 Banjarmasin are obtained that the result of student learning is still low. It is caused the pattern learning that takes place often using lecture method so that need to doing the research. The general objective of the research is to know the use of problem posing approach on static electricity subject to improve the result of student learning at IX grade in Junior High School 17 Banjarmasin. The specific objectives of the research are to describe (1) lesson plan adherence; (2) result of student learning; and (3) response of student towards learning. This research is a classroom action research of Kemmis and Mc Taggart model which consisting of two cycles in four times of meeting consisting of planning, action, observation, and reflection. Devices and instruments are used are the lesson plan, handout, student worksheet, result of learning test, lesson plan sheet, and response questionnaire. Analysis of data is used are quantitative and qualitative. The results of the research are (1) lesson plan adherence increased from the first cycle of 80,42%, and the second cycle of 87,11%; (2) the result of student learning classically completed from the first cycle of 85,71% and the second cycle of 90,47%; (3) respond questionnaire of student got well response. Be obtained the conclusion that the problem posing approach can improve the result of student learning at IX grade in Junior High School 17 Banjarmasin on static electricity subject.

Le but de l'éducation est d'aider les individus à construire leur personnalité, et c'est le rôle de la formation scolaire de les aider à acquérir la culture nécessaire ainsi que le pouvoir de mieux juger afin de vivre mieux. La culture a un aspect universel et un aspect contingent. La culture jusqu'au 20ième siècle comprend essentiellement les humanités et les arts, mais par la suite la connaissance des sujets scientifiques acquière une signification très importante. La culture n'implique pas seulement la connaissance des textes classiques. Le philosophe Jose Ortega y Gasset, d'origine espagnole, décrit la culture " mission de l'université " en 1930 : " la culture est un système de diverses idées que chaque époque possède. Plus précisément, c'est un système de diverses idées qui caractérisent une époque donnée". Quel est le système des diverses idées de notre temps ? Nous dirions que c'est la science. La caractéristique principale de la culture moderne est qu'une grande partie de son contenu provient du domaine scientifique. Cependant, au début des années 90, la désaffection pour la science est devenu un phénomène constaté non seulement au Japon mais aussi en France et dans d'autres pays du monde1). Le Japon, un pays de petite surface, et pauvre en ressources naturelles a pu avoir une croissance économique sans précédent après la deuxième guerre mondiale grâce à la rénovation technique basée sur la science. La société économique moderne a été appuyée par la science et par la technologie au sens large du terme. Depuis longtemps, on considère que la société de 21ième siècle est basée sur la connaissance et , si l'on pense à l'avenir des pays, la désaffection des jeunes pour la science est une situation alarmante. Comment comprendre ce phénomène . En réalité, ce n'est pas la première fois que la séparation entre la connaissance littéraire et scientifique est observée. Charles Percy Snow, qui était conseiller de la Science du gouvernement britannique a déjà sonné l'alarme dans son ouvrage " The two Cultures " en 1959 : " L'incompréhension complète de la science est le centre qui influence tout ". En effet, parce qu'un intellectuel littéraire ne comprend rien à la science, il devient de plus en plus anti-scientifique. De l'autre coté, parmi les scientifiques, l'incompréhension s'accentue entre les scientifiques littéraires et les scientifiques des sciences appliquées. Le progrès et le développement des sciences et technologies ont conduit à la spécialisation et à la scission des études. Durant le 20ième siècle, les cas d'incompréhension mutuelle se sont enchaînés. Cette attitude " de ne pas essayer de se comprendre mutuellement " pourrait être liée fondamentalement à la désaffection de la science de nos jours. Cette observation de Snow constatée au sein de la communauté scientifique se prolonge à la société entière au fur et à mesure des années, et devient apparente lors des années 90. L'attitude de la société " des adultes " influence le sens des valeurs des enfants [. . . ]
The goal of the education is to help people build their personality, and it is the role of the school training to help them acquire the necessary liberal arts as well as the power of having a better judgement to a better living. Liberal arts has a universal and a contingent aspect. Until the 20th century the liberal arts essentially contains the Humanities and the Arts, but later the knowledge of scientific subjects acquires a very important meaning. The liberal arts does not only imply the knowledge of the classical texts. The philosopher Jose Ortega y Gasset, of Spanish origin, described the liberal arts " Mission of the University " in 1930: “the liberal arts is a system of various ideas which is possessed by each era. More precisely, it is a system of various ideas which characterize a done era “. What is the system of the various ideas of our time? We would say that it is Science. The main characteristic of the modern liberal arts is that a big part of it's contain provides from the scientific field. However, in the beginning of the 90's, the diminishing interest in science became a confirmed phenomenon not only in Japan, but also in France and in other countries of the world. Japan, a country of small surface, and poor in natural resources was able to have an unprecedented economic growth after the Second World War thanks to the technical renovation based on science. The modern economical society has been pushed up by science and technology in the broad sense of the term. For a long time, we consider that the society of the 21st century is based on knowledge and, if we think about the future of the countries, the diminishing interest of young people in science is an alarming situation. How can we understand this phenomenon?In reality, it is not the first time that the separation between the literary and the scientific knowledge is observed. Charles Percy Snow, who was the councillor of the science of the British government, has already rung the warning bell in his work " The two cultures " in 1959: " The complete misunderstanding of the science is the centre which influences everything ". Indeed, because a literary intellectual understands nothing in science, he becomes more and more anti-scientific. On the other hand, among the scientists, the misunderstanding becomes more marked between the literary scientists and the scientists of applied sciences. Progress and development of sciences and technology led to the specialization and the scission of the studies. During the 20th century, cases of mutual misunderstanding got enchained. This behaviour " of not trying to mutually understand each other " could be fundamentally linked to the nowadays diminishing interest in science. This observation of Snow noticed in the breast of the scientific community goes on to the whole society as one goes along of the years, and becomes apparent in the nineties. The behaviour of the society " of the adults " influences the sense of the values of the children [. . . ]

Cette thèse s’intéresse aux processus de construction des inégalités scolaires dans la discipline d’enseignement des Sciences de la Vie et de la Terre (SVT), généralement moins soupçonnée que d’autres d’y participer. Elle s’appuie sur les travaux de didactique qui postulent que les savoirs scientifiques proposés en classe doivent être fondés en raison pour mettre au jour la façon dont les formes disciplinaires des SVT, rencontrées par les élèves en 6ème, peuvent participer à produire passivement et activement des apprentissages inégaux et ainsi, conduire les élèves à produire des consciences disciplinaires de pertinence inégale. Une analyse qualitative de textes officiels et de manuels de SVT depuis 1958 permet de mettre au jour les évolutions de la forme disciplinaire à enseigner. Cette dernière s’adresse aujourd’hui à un élève autonome qui doit construire, par lui-même, des savoirs permettant de comprendre des phénomènes biologiques. Ces évolutions rendent l’accès aux savoirs scientifiques difficile pour les élèves qui n’ont que l’école pour y parvenir. Cette approche socio-historique est complétée par une étude synchronique visant à comparer les formes disciplinaires enseignées dans des établissements socialement contrastés. Elles sont analysées quantitativement à partir de la trace qu’elles laissent dans les cahiers des élèves. Selon les contextes, les formes ne sollicitent pas les mêmes types de savoirs, d’opérations de pensée et d’écrits. Ces sollicitations différentielles semblent ainsi participer activement à l’inégale appréhension par les élèves des spécificités de la discipline SVT
This thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences

Abstract Engineering students graduating today face a fast-paced, competitive marketplace where the push to reduce cycle times for product time-to-market, to reduce part count, part cost and assembly time and improve quality and reliability seems to increase almost daily. New Computer Aided Engineering (CAE) tools to help the engineering, design and manufacturing team accomplish these goals also seem to be introduced at a phenomenal rate. Considering the facts that CAE technology is advancing at such a rapid rate and that the global marketplace pressures are also expanding at a rapid rate, engineering educators today face the challenges of preparing their students for that global marketplace, integrating the new CAE tools and concurrent engineering into the curriculum and maintaining the integrity of the basic engineering and engineering technology programs. This paper describes the efforts in the Department of Engineering Technology at Western Washington University to integrate design, concurrent engineering and microcomputer applications into the manufacturing and plastics engineering technology programs. In their freshman year, students complete two courses in engineering graphics where solid modeling, traditional Computer Aided Design and Drafting (CAD), and sketching have largely replaced manual drafting courses In their sophomore year, all students are required to complete a microcomputer based course in CAE tools In that course, students learn basic tools such as operating systems (DOS®, Windows®, and UNIX®), spreadsheet programs (Excel®), symbolic equation solvers (Mathcad®) and technical document production (Word®) Other sophomore courses, such as Materials Science, Statics and Strength of Materials, require students to use those tools for homework and projects. In the junior year, students are introduced to applied finite element analysis (FEA) in machine design and Computer Numerical Control (CNC) machining in their CNC course In the senior year, students complete projects with all these tools and use more advanced FEA C-Mold®, a program to model injection molding processes, is also introduced and used in the senior year Students complete concurrent engineering design projects in the sophomore through senior year All the CAE tools at Western are microcomputer based (“486” based).