Recostructing the Physics Teaching Didactic based on Marzano's Learning Dimension on Training the Scientific Literacies

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Karim, S.^1 ; Prima, E.C.^2 ; Utari, S.^1 ; Saepuzaman, D.^1 ; Nugaha, M.G.^1

Department of Physics Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung

40154, Indonesia^1

Department of Science Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung

40154, Indonesia^2

关键词: Developed countries;    Physical parameters;    Productive learning;    Qualitative analysis;    Qualitative evaluations;    Science teaching;    Scientific literacy;    Structural knowledge;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012102/pdf
DOI  :  10.1088/1742-6596/812/1/012102

来源: IOP

【 摘 要 】

Scientific literacy is currently considered as an important aspect supporting an useful citizenship ability for civilians inhabiting highly developed countries as well as developing countries. Consequently, certain countries recommended this scientific literacy to be applied at a national curricula. The PISA study showed the Indonesian scientific literacy level of 1, which means as just simple science phenomenon that could be exactly descibed by a student. This condition indicates that common science teachings do not optimally facillitate students to guide the scientific literacy. By proposing this research, the science didactic reconstruction will be offered in order to gain the students' scientific literacy evaluated from the qualitative analysis of the action research and the students' respons during learning science. The qualitative evaluation was developed based on the Marzano's learning dimension about the scientific literacy. This research, involving 29 students as participants, analyzed the improved physics teaching didactic as described in the following sentences. The teaching reconstruction concerned a high attention to the development of the structural knowledge. The knowledge was acquired from a real phenomenon followed by giving the instructed questions as the second learning dimension. The third dimension of learning reconstruction aimed to provide the knowledge repetition on an appropriate science context. At the fourth dimension, the reconstruction should be improved in order to find the best treatment for the students. Hopefully, they can control the physical parameter and evaluate the result of their investigation related to the given science problems. It can be concluded that most of the students were interested in learning science. However, the productive learning didn't accompany students to the Marzano's second, third, and fourth learning dimensions.