TEACHING AND LEARNING SCIENCE: STUDENTS’ PERSPECTIVE

Rohandi Rohandi

Abstract


There is widespread concern for the situation of school science regarding contents and teaching methods. In this study, based on open questionnaire data, we explore Indonesian students’ difficulties and their learning preference in science at two secondary schools students. In this paper how students perceive science as a subject and how the science instruction are expected to happened in classroom setting are described and discussed. Based on findings, the teaching of science needs to be emphasized more on the relevancies to students’ experiences and on knowledge in context.


Keywords


learning difficulty, learning science, science instruction

Full Text:

PDF

References


Angell, C., Guttersrud, Ø., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, But Fun Pupils’ and Teachers’ Views of Physics and Physics Teaching. Science Education, 88, 683- 706.

Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44, 466-489.

Chan, S. (1999). The Chinese learner - a question of style. Education & Training, 41(6/7), 294-304.

Chandra, J. S. (2004). Notions of critical thinking in Javanese, Batak Toba and Minangkabau culture. In Setiadi, A. Supratiknya, W. J. Lonner & Y. H. Poortinga (Eds.), Ongoing themes in psychology and culture (Online Ed.). Melbourne, FL: International Association for Cross-Cultural Psychology.

Fraser-Abder, P., Atwater, M., & Lee, O. (2006). Research in urban science education: An essential journey. Journal of Research in Science Teaching, 43(7), 599-606.

Furman, M., & Barton, A. C. (2006). Capturing urban student voices in the creation of a science mini-documentary. Journal of Research in Science Teaching, 43(7), 667-694.

Fusco, D. (2001). Creating Relevant Science through Urban Planning and Gardening. Journal of Research in Science Teaching, 38(8), 860-877.

Kempa, R. (1991). Students Learning Difficulties in Science. Causes and Possible Remedies. Enseñanza de las Ciencias, 9(2), 119-128.

Lee, O. (1997). Diversity and Equity for Asian American Students in Science Education. Science Education, 81, 107-122.

Lee, O., & Fradd, S. H. (1998). Science for all, including students from non- English-language backgrounds. Educational Researcher, 27(4), 12-21.

Logan, P. (1981). Language and physics. Physics Education, 16, 74-77.

Lozano, S. R. D., & Cardenas, M. (2002). Some Learning Problems Concerning the Use of Symbolic Language in Physics. Science & Education, 11, 589- 599.

Magnis Suseno, F. (1993). Etika Jawa: Sebuah Analisa Falsafi tentang Kebijaksanaan Hidup Jawa. Jakarta: PT Gramedia Pustaka Utama.

Mulder, N. (1978). Mysticism and Everyday Life in Contemporary Java: Cultural Persistence and Change. Singapore: Singapore University Press.

Mulder, N. (1992). Individual and Society in Java: A Cultural Analysis.

Yogyakarta: Gadjah MAda University Press.

Mulder, N. (1996). Inside Southeast Asia: Religion, Everyday life, Cultural change. Amsterdam: The Pepin Press.

Ornek, F., Robinson, W. R., & Haugan, M. P. (2008). What makes physics difficult? International Journal of Environmental & Science Education, 30(1), 30-34.

Raka Joni, T. (2000). Memicu perbaikan pendidikan melalui kurikulum dalam kerangka pikir desentralisasi, antara content transmision dan pembelajaran yang mendidik. In Sindhunata (Ed.), Membuka Masa Depan Anak-anak Kita (pp. 33-47). Yogyakarta: Kanisius.

Raka Joni, T. (2005). Pembelajaran yang Mendidik: Artikulasi Konseptual, Terapan Kontekstual dan Verifikasi Empirik. Jurnal Ilmu Pendidikan, 12(2), 91-127.

Rascoe, B., & Atwater, M. M. (2005). Black males’ self-perception of academic ability and gifted potential in advanced science classes. Journal of Research in Science Teaching, 42, 888-911.

Semiawan, C. (2000). Relevansi kurikulum pendidikan masa depan. In Sindhunata (Ed.), Membuka Masa Depan Anak-anak Kita (pp. 19-31). Yogyakarta: Kanisius.

Sherin, B. L. (2001). How Students Understand Physics Equations. Cognition And Instruction, 19(4), 479-541.

Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223-241.

Villani, A. (1992). Conceptual Change in Science and Science Education. Science Education, 76(2), 223-237.

von-Rhöneck, C., Grob, K., Schnaitmann, G. W., & Völker, B. (2007). Learning in basic electricity: how do motivation, cognitive and classroom climate factors influence achievement in physics? International Journal of Science Education, 20(5), 551-565.

Wahyudi, & Treagust, D. F. (2004). An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools. Research in Science Education, 34, 455-474.




DOI: https://doi.org/10.24071/ijiet.v1i1.329

Article Metrics

Abstract view : 4416 times
PDF view: 1185 times

Refbacks

  • There are currently no refbacks.




Indexed and abstracted in:

 

Creative Commons License

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

Flag Counter

IJIET (International Journal of Indonesian Education and Teaching) is published by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.