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The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the research. The research was implemented at a public high school in Turkey. The research continued for twelve weeks. Two-hour class periods were included on a weekly basis. Study group of the implementation consists of 52 students attending to two different classrooms. The ages of students vary between 15 and 16. Triangulation method was employed in collection and evaluation of data in order to increase research reliability. Observation, interview and peer assessment were used in this study for process description. It is revealed from the observations that the majority of students perceived the lessons as more pleasing by virtue of the discussions in physics lesson.
Turkish Online Journal of Distance Education
A Physics Lesson Designed According to 7E Model with the Help of Instructional Technology (Lesson Plan)2010 •
Developing and constantly changing educational activities carries with various needs and approaches oriented towards satisfying them. Learning cycle, an approach fixed to Piaget's theory of cognitive development, is also one of these approaches. In literature, the stage of this approach is set as search, defining of concepts and application of concepts. Despite from time to time being termed in different names as a result of attachments to the stage of this approach, the three-stage of it is mainly accepted by science of educators. The stages of learning cycle formed with one to another make a necessity of following them. It is occurred with many researches that the approach of learning cycle has a good effect on students' cognitive development. The aim of this study is to display an activity which is an example of the usage of learning cycle approach in basic physic laboratories at universities and to analyze whether this approach is in accord with physics experiments.
Journal of Education and Practice
Improvement of Learning Process and Learning Outcomes in Physics Learning by using Collaborative Learning Model of Group Investigation at High School (grade X, SMAN 14 Jakarta)2015 •
The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of planning, acting, observing and reflecting. Researcher discussed and coordinated with three observers before acting step. The instruments of the research are based on observation form, assessment sheet, and students worksheet. The result of this research in learning quality aspects – student-sudent interaction, teacher-student interaction, and learning outcome, are about 75%. According to the result, we can conclude that the application of collaborative learning model of group investigation can improve learning process and learning outcomes in physics learning.
Formatif: Jurnal Ilmiah Pendidikan MIPA
The Development of Physics Learning Materials to Improve Students’ Learning Results2020 •
Teaching science should emphasize the provision of real experiences for students to develop their competence so that their ability in learning can be improved. The aim of this study was to evaluate the improvement of students’ learning result after the development of the teaching materials. This study used the Research and Development (R&D) approach with the 4D model. The data were collected through test and validation analysis. The findings show that after teaching implementing the developed material, there were no students in the low category, students in the medium level were 11 (35,48%) only, while the majority of them (20 students) which were 64,52% were categorized into the high level. Besides that, referring to the descriptive analysis of mean scores obtained by students, their achievement was regarded to be better than before (87,06). In terms of the improvement in students’ learning results, after they were taught using the media which was developed in this study, students ...
Jurnal Ilmiah Pendidikan Fisika
Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak)Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominated the lesson at 62.3%, while students only made up 37.4% of the total conversations during their lessons. Knowing the interaction of teacher and students in the learning process could help the teacher to make improvements in learning based on reflections from the responses of students and teachers.
2021 •
Jurnal Penelitian Pendidikan IPA
New Pattern to Improving Student Physics Learning OutcomesThe low student learning outcomes in Physics can be observed by the decreasing average student learning outcomes in the last 3 years at SMA 1 Suger. Lack of precise strategy selection is a major factor in influencing student learning outcomes in Physics. In addition to learning strategy factors, students' initial abilities can be considered by teachers in choosing learning strategies to improve student learning outcomes. The purpose of this study was to compare students' learning outcomes in physics between classes using guided inquiry and discovery strategies by considering initial ability as a moderator variable. This type of research is a quasi-experimental, the sampling technique used is random sampling. This research was conducted at SMA 1 Suger, Padang Pariaman Regency. The results of the study show 1) there is a significant difference between the learning outcomes of physics students who learn to use guided inquiry and discovery strategies, 2) there are significant di...
This study was aimed at investigating the effect of teacher's perception and students' perception of physics classroom learning environment and how it affects their achievement in physics. In order to achieve the objectives of this study, a questionnaire was administered to two hundred and fifty (250) senior secondary school (SSS II) students selected randomly. The data collected were analysed using mean, standard deviation simple percentage analysis of variance (ANOVA). Major outcomes of this study include the following: (a) There exist a significant difference in students' perception of physics classroom learning environment and their academic achievement. (b) There exist a significant difference in teachers' perception of physics classroom learning environment and students' academic achievement. (c) The students' perception and teachers' perception of physics classroom learning environment have an effect on students' academic achievement. Based on these result necessary recommendation were made and it was concluded that students' perception and teachers' perception of physics classroom learning environment play an important roles in students academic achievement. The study indicated that student's perception and teachers' perception of classroom learning environment has an effect on the students' academic achievement. INTRODUCTION Physics is the study of matter and energy and how they affect each other. It is also referred to as the study of natural phenomena in its fundamental state. However, the perception of both teachers and students in physics classroom learning environment influence the achievement of students in physics education. According to Harry et al (1969), physics has always been considered a practical subject, yet physics practical work has rarely been allocated more than 15% marks in an examination. Physics is the basis of technology and for effective living in the modern age of science and technology, it is essential that every child should be given the opportunity to acquire at least basic knowledge and the concept of physics as a science. More over in recognition of this fact, the federal government of Nigeria introduced a new system of education in the country known as the 6-3-3-4 system (FME, 1981). The first six year is the primary school education where the child learns to read/write and adapt to its environment. The junior secondary school education involves three years of training which enable the child to apply creative thinking and the use of materials especially around his/her environment which basically applies to the practical approach of science. The senior secondary, which is also three years of training, involves development of the scientific skills learnt in the JSS (junior secondary school) level, while the four years of university education relate to the adaptation of the skills learnt. It is these skills that the individual applies in his daily life to enable him fit into the society. The fact that a lot of factors are responsible for students' underachievement in physics is not new to researchers but amongst those factors could be teachers and students perception of physics classroom learning environment. Recent studies indicate that there is a substantial impact of the classroom learning environment on students' achievement in physics learning. For example, Jegede (1995) and Brown
The European Journal of Educational Sciences
Relative Effects of Two Activity-Based Instructional Strategies on Secondary School Students’ Attitude towards Physics Practical2020 •
Bahçelievler siyavuşpaşa ikinci el eşya alanlar 0537 427 48 48
Bahçelievler siyavuşpaşa ikinci el eşya alanlar 0537 427 48 48Journal of Applied Physics
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