Enhancing Mastery of Earth Science Concept of Prospective Physics Teachers through Interactive Conceptual Instruction Supported by Visualization and GrADS

H. Johan, S. Sipriyadi, A. Suhandi, A. R. Wulan, A. Herawati

Abstract

Most all of earth and space science concepts are unobservable and require reasoning. Unobservable concepts have made prospective physics teachers found it hard to understand the concepts correctly. It needs visualization to help understand the concepts easily. The aim of this study was to enhance the mastery concept of earth science topic especially the earth atmosphere using interactive conceptual with visualizations and authentic data analysis with GrADS (Grid Analysis Display System). There were 23 prospective physics teachers in Bengkulu, Indonesia participated in this study. A convenience sampling technique was employed in this study. This study used pre-experimental, one group pretest-posttest design. The data were collected using pretest and posttest, questionnaires, and observation sheets. The pretest and posttest were analyzed quantitatively, while the questionnaires were analyzed qualitatively. The results showed that the prospective physics teachers’ concept mastery improved from no mastery to compete with the average normalized gain of 0.64 (medium category). 30.44% of the prospective physics teachers obtained the N-gain score in the high category and 69.56% obtained the N-gain score in the moderate category. This compilation gave them experience about the real condition of solar radiation in Indonesian atmosphere during their learning activity. It concluded that the earth science learning using interactive conceptual instruction supported by visualization and GrADS could enhance the students’ concept mastery.

Keywords

earth science, mastery concept, visualization

Full Text:

PDF

References

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition. White Plains, NY: Longman.

Bezen, S., Aykutlu, I., & Bayrak, C. (2016). Conceptual Comprehension of Pre-Service Physics Teachers Towards 1st Law of Thermodynamics. Journal of Turkish Science Education (TUSED), 13(1), 55–75.

Bilici, S. C., Armagan, F. O., Cakir, N. K., & Yuruk, N. (2011). The development of an Astronomy Concept Inventory (ACI). Procedia-Social and Behavioral Sciences, 15(4), 2454-2458.

Colagrande, E. A., Martorano, S. A., & Arroio, A. (2016). Assessment on How Pre-Service Science Teachers View the Nature Of Science. Journal of Turkish Science Education, 13(4), 173-184.

Carolan, J., Prain, V., & Waldrip, B. (2008). Using Representations for Teaching and Learning in Science. Teaching Science: The Journal of the Australian Science Teachers Association, 54(1), 18–23.

Samsudin, A., Suhandi, A., Rusdiana, D., Kaniawati, I., & CoÅŸtu, B. (2016, June). Investigating the Effectiveness of an Active Learning Based-Interactive Conceptual Instruction (ALBICI) on Electric Field Concept. In Asia-Pacific Forum on Science Learning & Teaching (Vol. 17, No. 1).

Ellwein, A. L., Hartley, L. M., Donovan, S., & Billick, I. (2014). Using Rich Context and Data Exploration to Improve Engagement with Climate Data and Data Literacy: Bringing a Field Station into the College Classroom. Journal of Geoscience Education, 62(4), 578-586.

Ismawati, F., Nugroho, S.E., & Dwijananti, P. (2014). Penerapan Model Pembelajaran Conceptual Understanding Procedures untuk Meningkatkan Curiosty dan Pemahaman Konsep Siswa. Jurnal Pendidikan Fisika Indonesia. 10(1), 22-27.

Jee, B. D., Uttal, D. H., Gentner, D., Manduca, C., Shipley, T. F., Tikoff, B., ... & Sageman, B. (2010). Commentary: Analogical Thinking in Geoscience Education. Journal of Geoscience Education, 58(1), 2-13.

Johan, H., Suhandi, A., & Wulan, A. R. (2018a). Grid Analysis Display System (GrADS) and Multi Modus Visualization in Earth Science Learning Mastery and Spiritual Aspect to Enhance Concept. Journal of Turkish Science Education (TUSED), 15(1), 109-127.

Johan, H., Suhandi, A., Wulan, A. R., & Sipriyadi, S. (2018). Impact of Learning Earth Litosphere using Interactive Conceptual Instruction on Logic Thinking, Conceptual Understanding, and Spiritual Aspect Embedding. Jurnal Pendidikan Fisika Indonesia, 14(1), 7-17.

Jolley, A., Lane, E., Kennedy, B., & Frappé-Sénéclauze, T. P. (2012). SPESS: A New Instrument for Measuring Student Perceptions in Earth and Ocean Science. Journal of Geoscience Education, 60(1), 83-91.

Kali, Y., & Linn, M. C. (2008). Designing Effective Visualizations for Elementary School Science. The Elementary School Journal, 109(2), 181-198.

Kastens, K. (2010). Commentary: Object and Spatial Visualization in Geosciences. Journal of Geoscience Education, 58(2), 52–57.

Khoiriah, K., Jalmo, T., & Abdurrahman, A. (2016). The Effect of Multimedia-Based Teaching Materials in Science Toward Students’ Cognitive Improvement. Jurnal Pendidikan IPA Indonesia, 5(1), 75–82.

King, C. J. H. (2010). An Analysis of Misconceptions in Science Textbooks: Earth Science in England and Wales. International Journal of Science Education, 32(5), 565-601.

Lee, P. L., & Pang, V. (2013). Motivational Factors in Continuing Education an Academic Achievement of Adult Learners. Malaysian Journal of Learning and Instruction, 10, 57-77.

Mountney, N. P. (2009). Improving Student Understanding of Complex Spatial-Temporal Relationships in Earth Sciences Using Computer Animation and Visualization. Planet, 22(1), 72-77.

McConnell, D. A., & van Der Hoeven Kraft, K. J. (2011). Affective Domain and Student Learning in the Geosciences. Journal of Geoscience Education, 59(3), 106-110.

Jackson, J., Dukerich, L., & Hestenes, D. (2008). Modeling Instruction: An Effective Model for Science Education. Science Educator, 17(1), 10-17.

Miller, B. W., & Brewer, W. F. (2010). Misconceptions of Astronomical Distances. International Journal of Science Education, 32(12), 1549-1560.

Park, S. K. (2013). The Relationship between Students’ Perception of the Scientific Models and Their Alternative Conceptions of the Lunar Phases. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 285-298.

Prain, V., Tytler, R., & Peterson, S. (2009). Multiple Representation in Learning About Evaporation. International Journal of Science Education, 31(6), 787-808.

Rosnita, R. (2016). The Development of Laboratory-based Earth and Space Science Learning Model to Improve Science Generic Skills of Pre-service Teachers. Jurnal Pendidikan IPA Indonesia, 5(2), 171-176.

Santos, V. C., & Arroio, A. (2016). The Representational Levels: Influences and Contributions to Research in Chemical Education. Journal of Turkish Science Education, 13(1), 3–18.

Saribaş, D., Doğança Küçük, Z., & Ertepinar, H. (2016). Evaluating Effects of an Exhibition Visit on Pre-Service Elementary Teachers’ Understandings of Climate Change. Journal of Turkish Science Education (TUSED), 13(1), 19-30.

Sibley, D. F. (2009). A Cognitive Framework for Reasoning with Scientific Models. Journal of Geoscience Education, 57(4), 255-263.

Smith, G. A., & Bermea, S. B. (2012). Using Students’ Sketches to Recognize Alternative Conceptions about Plate Tectonics Persisting from Prior Instruction. Journal of Geoscience Education, 60(4), 350-359.

Passmore, C., Gouvea, J. S., & Giere, R. (2014). Models in Science and in Learning Science: Focusing Scientific Practice on Sense-Making. In International handbook of research in history, philosophy and science teaching (pp. 1171-1202). Springer, Dordrecht.

Sunderlin, D. (2009). Integrative Mapping of Global-Scale Processes and Patterns on “Imaginary Earth†Continental Geometries: A Teaching Tool in an Earth History Course. Journal of Geoscience Education, 57(1), 73-81.

Werts, S., & Hinnov, L. (2011). A Simple Modeling Tool and Exercises for Incoming Solar Radiation Demonstrations. Journal of Geoscience Education, 59(4), 219-228.

DOI: https://doi.org/10.15294/jpii.v7i4.9799

Refbacks

  • There are currently no refbacks.


Bookmark and Share