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Thematische Bibliographien / Integrated science teaching / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Integrated science teaching“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Adebimpe, B., Afolabi B. A.; ;, and T. T. Ayilara. "THE LABORATORY IN INTERGRATED SCIENCE TEACHING: A REVIEW." Nigerian Educational Digest (NED) Volume 13, No. 1, June 2013 (2013): 206–16. https://doi.org/10.5281/zenodo.7771152.

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Science has become a school subject before the invention of Instruments designed specifically for scientific purposes Students and teacher of science finds the laboratory a unique place to do all the things ie. hypothesis through experimentation. Different skills are developed in science laboratories such as identification of problems, asking of questions, observing, measuring, and classify various skills could .be achieved in laboratories such as proper organization of Information acquired, thorough, and careful observations of objects within the immediate environment Many objectives of using

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Korozhneva, Liudmila. "NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.

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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods,

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Asrizal, Asrizal, Nur Hikmah, Dhea Febriya, and Filda Mawaddah. "Impact of Science Learning Materials Integrating Natural Disasters and Disaster Mitigation on Students' Learning Outcomes: A Meta Analysis." Jurnal Penelitian Pendidikan IPA 9, no. 9 (2023): 586–95. http://dx.doi.org/10.29303/jppipa.v9i9.2680.

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This research is a meta-analysis to determine the impact of science teaching materials integrated with natural disasters and disaster mitigation on students' learning outcomes. The method used is meta-analysis with research samples, namely scientific articles that have been published through Google Scholar on a national and international scale in 2012-2022, which discuss integrated science teaching materials on natural disasters and disaster mitigation on student learning outcomes. The results of the study showed that science teaching materials integrated with natural disasters and disaster mi

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Qizi, Sharipova Nodira Shavkat. "TEACHING ENGLISH TO YOUNG LEARNERS USING CLIL METHOD IN CLASS." International Journal of Pedagogics 4, no. 6 (2024): 161–64. http://dx.doi.org/10.37547/ijp/volume04issue06-29.

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The potential of the Content and Language Integrated Learning (CLIL) approach for teaching English to young learners is examined in this abstract. Through the use of a learner's innate curiosity and interest in the material, CLIL produces a more engaging and successful language learning environment. This method integrates English language training with other disciplines, such science, art, or social sciences, going beyond typical grammar-focused approaches.

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Nezvalova, Danuse. "The Constructivist Perspective and Teaching Integrated Science." International Journal of Learning: Annual Review 12, no. 6 (2007): 133–40. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45365.

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Poggi, Valeria, Cristina Miceli, and Italo Testa. "Teaching energy using an integrated science approach." Physics Education 52, no. 1 (2016): 015018. http://dx.doi.org/10.1088/1361-6552/52/1/015018.

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Hennessy, Sara, Jocelyn Wishart, Denise Whitelock, et al. "Pedagogical approaches for technology-integrated science teaching." Computers & Education 48, no. 1 (2007): 137–52. http://dx.doi.org/10.1016/j.compedu.2006.02.004.

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Souza, Vanessa Faria de, Edimar Manica, Roger Luis Hoff Lavarda, and Tiago Rios da Rocha. "Educational Robotics in Science Teaching." International Journal for Innovation Education and Research 9, no. 9 (2021): 262–73. http://dx.doi.org/10.31686/ijier.vol9.iss9.3337.

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The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirub

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Asrizal, Asrizal, and Wahyuni Satria Dewi. "A Development Assistance of Integrated Science Instructional Material by Integrating Real World Context and Scientific Literacy on Science Teachers." Pelita Eksakta 1, no. 02 (2018): 113. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss02/35.

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Science teaching in junior high schools should be conducted in integrated form. However, the real condition shows that in implementing integrated science teaching in the schools, there were several problems. The solution of this problem is to develop integrated science teaching materials by integrating real-world context and scientific literacy on Science teachers in East Agam district. The objective of the activity is to assist science teachers in developing integrated science teaching material and apply it in science teaching in the classroom. Participants of program assistance were 40 scien

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Aris, Muhammad Aris, Ariswan, Asri Widowati, and Arina Zaida Ilma. "Science Flipbook Integrated Al-Quran: Needs Analysis." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 10816–22. http://dx.doi.org/10.29303/jppipa.v9i12.4812.

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The current state of science learning in madrasah reveals a lack of integration between teaching materials and technology, as well as a failure to incorporate relevant al-Qur'an verses connecting propositions to scientific content. Moreover, the absence of assessments evaluating students' motivating attitudes toward learning further compounds these challenges. This study seeks to assess the necessity of developing integrated teaching materials for science education in Temanggung Regency's madrasah, employing flip books as a technological tool. Participants included six science teachers and nin

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Sunal, Cynthia Szymanski, Dennis W. Sunal, Susan McClelland, Deborah Powell, and Barbara Allen. "Integrated Teaching Units: Preservice Teachers’ Experiences." Journal of Social Studies Research 18, no. 2 (1994): 10–18. https://doi.org/10.1177/235227981994018002002.

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Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed leading/language arts and mathematics as tools students use to study the major content areas in the elementary school program—social studies and science. This was a complex task equiring both content and pedagogical knowledge. Those subjects having the geatest difficulty conceptualizing and teaching the unit also sought the least help from course instructors. They had difficulty in constructing a unit rationale, choosing nontradit

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Ibrahim, Issah, John K. Eminah, Collins Owusu-Fordjour, Stephen Afram Oware, and Valantine Baalongbuoro. "Effect of teacher motivation and instructional methodologies on student outcomes in integrated science in the upper east region, Ghana." International Journal for Innovation Education and Research 11, no. 2 (2023): 12–22. http://dx.doi.org/10.31686/ijier.vol11.iss2.4010.

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This study's focus was to ascertain how teaching strategies and teacher motivation affected students' performance in integrated science in Ghana's Upper East. The researcher employed a survey design. Heads of senior high schools and teachers of integrated science constitute the study's population. Purposeful and straightforward random samplings were utilised to choose the respondents. 84 respondents made up the sample, comprising 80 integrated science teachers and 4 school heads. A structured questionnaire served as the primary tool, and the Statistical Package for Social Sciences was used to

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DODD, HOWARD. "An Integrated Approach to Teaching Mathematics and Science." Teaching Mathematics and its Applications 10, no. 4 (1991): 137–43. http://dx.doi.org/10.1093/teamat/10.4.137.

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Robinson, Michael G. "Teaching Integrated Science around Community and Global Problems." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 3 (1991): 171–72. http://dx.doi.org/10.1080/00098655.1991.9955838.

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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments

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Putri Krismonika, Engla Pratama, and Asrizal Asrizal. "META ANALYSIS THE EFFECT OF INTEGRATED SCIENCE TEACHING MATERIALS WITH LITERACY ON STUDENT LEARNING OUTCOMES." Universe 2, no. 2 (2021): 134–42. http://dx.doi.org/10.24036/universe.v2i2.68.

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Science learning in the 2013 curriculum is carried out on an integrated basis to improve student learning outcomes. However, based on previous research, the real conditions in schools show that the integration of science material and students' literacy skills is still low. The solution to overcome this problem is to use teaching materials that contain literacy. The purpose of this study was to determine the effect size of integrated science teaching materials with literacy on student learning outcomes in terms of class level, themes, types of teaching materials, literacy and learning outcomes.

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Agbene, Samuel, Usman Baidoo, and Stephen Atepor. "An Investigation of Students’ Perception of Assessment for Learning in Integrated Science: A Case Study of Potsin T. I. Ahmadiyya Senior High School." Journal of Mathematics Instruction, Social Research and Opinion 2, no. 3 (2023): 193–204. http://dx.doi.org/10.58421/misro.v2i3.104.

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This study sought to investigate students’ perceptions of assessment for learning and the teaching strategies teachers employ in teaching integrated science. The students were sampled using stratified sampling techniques The sample for this study consisted of 215 senior high school third-year students. Students’ perceptions about assessment for learning were checked using Assessments Experience Questionnaires. The questionnaires were analyzed using descriptive statistics. The study found that students have a positive perception of assessment for learning. However, it emerged from the study tha

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Subramaniam, Vasugi, Mageswary Karpudewan, and Mohd Norawi Ali. "The Interaction Effects of School Location and Teaching Experience on Self-Efficacy Perceived by the Primary Science Teachers Towards Integrated Stream Teaching." Asia Pacific Journal of Educators and Education 37, no. 1 (2022): 105–30. http://dx.doi.org/10.21315/apjee2022.37.1.6.

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Integrated science, technology, engineering and mathematics (STEM) is expanded to integrated STrEAM, where the “r” denotes the amalgamation of reading and writing elements to bridge the gap between STEM disciplines. Since integrated STrEAM is a new approach, it is pivotal to gauge the teachers’ self-efficacy in executing integrated STrEAM teaching. Therefore, this cross-sectional survey design reports on the effect of school location and years of teaching experience on the self-efficacy of primary science teachers towards integrated STrEAM teaching. For this purpose, the STrEAM Teaching Self-E

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Cihan, Kılıç, and Özaydınlı-Tanrıverdi Belgin. "Integrated Mathematics and Science Instruction on Motion Problems in Grade 9 Classes." Education Quarterly Reviews 5, Special Issue 2 (2022): 136–56. https://doi.org/10.31014/aior.1993.05.04.611.

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The integration of mathematics and science in teaching facilitates student learning, engagement, motivation, problem-solving, critical thinking, and real-life application. Although curriculum integration is theoretically desirable for many educators, what to integrate and how to integrate are often the big questions facing teachers working within education systems premised on a culture of segregated subject delivery. This quasi-experimental study reports on a 2-week inquiry of the implementation of an integrated unit of learning on motion problems, within upper secondary education in Turkey. I

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Lamanauskas, Vincentas. "THE EVALUATION STRATEGIES OF INTEGRATED SCIENCE TEACHING AND LEARNING." Problems of Education in the 21st Century 31, no. 1 (2011): 5–6. http://dx.doi.org/10.33225/pec/11.31.05.

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For an evaluation of process of science teaching and learning there are different strategy and ways. The main questions are: what is to be evaluated? when and why evaluate? how to evaluate? It is clear that for science teaching success one of the most important resources is feedback from students (Lamanauskas, Vilkonienė, 2008). Teachers can evaluate a whole science course, analyse students’ learning needs, and investigate students’ experiences of teaching. Evaluation should be correlated both with the purposes and to specific educational situations. Also it is very important to strengthen tea

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Sergeev, V. N., and M. A. Artemeva. "Teaching activity of Lev Kipriyanovich Khotzyanov." Russian Journal of Occupational Health and Industrial Ecology, no. 9 (March 19, 2020): 748. http://dx.doi.org/10.31089/1026-9428-2019-59-9-748-749.

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One of the activities of Academician of the USSR Academy of Medical Sciences Lev Kipriyanovich Khotsyanov was teaching to young professionals the basics and versatile developments in the science of worker's health preserving - aspects of occupational health, popularizing research on integrated occupational hygiene and medicine.

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Barak, Miri, Yael Nissim, and Dani Ben-Zvi. "Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons." Interdisciplinary Journal of e-Skills and Lifelong Learning 7 (2011): 305–22. http://dx.doi.org/10.28945/1526.

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Nguyen, Thanh Dac, and Van Dinh Pham. "The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 8 (2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.

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Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integra

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Rana, Rubina Afroz. "Perspective of Integrated Teaching." Journal of Shaheed Suhrawardy Medical College 14, no. 1 (2023): 1–2. http://dx.doi.org/10.3329/jssmc.v14i1.70066.

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Damnjanović, Jasmina, Stanko Cvjetićanin, and Gordana Kozoderović. "Laboratory Experimental Method with Instructional Approach – “Hands-on” Experiments." Društvene i humanističke studije (Online) 9, no. 2(26) (2024): 1133–48. https://doi.org/10.51558/2490-3647.2024.9.2.1133.

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The application of the laboratory experimental method (LEM) in the teaching of natural sciences implies the application of experiments. In the initial teaching of natural sciences, for ages 7 to 11 (teaching of integrated natural sciences), experiments are most often called (hands-on experiments) HOE in the available literature. There is no unified opinion among researchers as to whether one or both types of instruction (explicit or implicit) should always be applied in the realization of the content of natural sciences when conducting experiments in the teaching of differentiated or integrate

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Chambers, David Wade, and David Turnbull. "Science Worlds: An Integrated Approach to Social Studies of Science Teaching." Social Studies of Science 19, no. 1 (1989): 155–79. http://dx.doi.org/10.1177/030631289019001008.

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ZASIEKINA, TETYANA ZASIEKINA. "INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 3–11. http://dx.doi.org/10.25128/2415-3605.20.2.1.

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The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Nat

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Azwir, Muhammad Ridhwan, Nurul Akmal, Rubiah, Muliana, and Ibrahim. "The Effectiveness of Teaching Integrated Science Meterics on High Level Thinking for Junior High School Students Banda Aceh." Jurnal Penelitian Pendidikan IPA 10, no. 11 (2024): 9114–19. https://doi.org/10.29303/jppipa.v10i11.7688.

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The aim of this research is to test the effectiveness of integrated science teaching materials for junior high schools, especially the theme of household health and environmental sanitation. The research design uses a quasi-experiment with Pretest-Posttest Control Group Design. The research was carried out at SMPN 6 Banda Aceh class VII. The sample was determined by purposive sampling. The treatment in the experimental group was learning that used integrated science teaching materials, while the control group used electronic school books. The instruments used are test items, learning observati

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James, Angela, Lisa James, Sartiha Beni, and Michele Stears. "HOW A READER TITLED ADVENTURES IN THE PLAYGROUND MAY BE USED TO TEACH NATURAL SCIENCES IN THE FOUNDATION PHASE." Natural Science Education in a Comprehensive School (NSECS) 27, no. 1 (2021): 4–14. http://dx.doi.org/10.48127/gu/21.27.04.

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In South Africa, teaching Natural sciences in the Foundation phase, is informed by the curriculum. Teaching Natural sciences entails content, process skills and values. As the literacy levels of young learners is low, it is imperative that language learning and use is integrated in teaching Natural sciences. A reader titled Adventures in the Playground, videos of teaching lessons and a teaching pack were developed using an inquiry-based approach, to teach the science concepts - water, insects, conductors and insulators to Foundation phase learners. A question that informed this process was, ho

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Widya, Widya, Ena Suma Indrawati, Desy Eka Muliani, and Mila Ridhatullah. "Design of Integrated Science Learning Materials Based on Creative Problem Solving Model Integrated with Anti-Corruption Characters." Kasuari: Physics Education Journal (KPEJ) 2, no. 2 (2019): 62–69. http://dx.doi.org/10.37891/kpej.v2i2.103.

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The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corrupt

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Chukwuma-Nosike, Chika N. "Benefits and Ways of Integrating Technology in Teaching of Social Science Courses in Universities in Nigeria." Frontiers of Contemporary Education 4, no. 4 (2023): p1. http://dx.doi.org/10.22158/fce.v4n4p1.

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This study is a descriptive survey that investigated benefits and ways of integrating technology in teaching of social science courses in universities in Nigeria. Three research questions guided the study. Population comprised all universities lecturers in Nigeria. Multi-stage, cluster and purposive sampling techniques were used to select sample size of 124 Social Science lecturers from four universities in Imo and Abia states South-East, Nigeria. Two-section rating scale titled Benefits and Ways of Integrating Technology in Teaching of Social Science Courses (BWITTSSC) was used for data colle

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N. T. Shertayeva, A. А. Asil, Sh. Gyulmamedova, and A. Z. Batynova. "INTEGRATED LESSONS IN CHEMICAL EDUCATION." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2022 (March 31, 2022): 114–22. http://dx.doi.org/10.48081/xjxm9224.

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The features of integrated lessons in the chemistry teaching process are described in this article. The opportunities of increasing the effectiveness of teaching chemistry are identified on the basis of the highlighted advantages of this lessons’ type teaching. It is shown that an integrated lesson is a specially organized lesson, the purpose of which can be achieved only by combining knowledge from different subjects (biology, physics, mathematics, computer science). It is aimed at considering and solving a problem, allowing to achieve a perceptual, synthesized understanding of the subject un

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‘Azizah, Wida Nurul, Alvan Hazhari, Muhammad Ridwan, and Putri Nur Wahidah. "Analysis Of Learning Environment In Islamic Integrated Science Learning In Madrasah Ibtidaiyah." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 9, no. 2 (2024): 687–97. https://doi.org/10.24042/tadris.v9i2.27553.

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A conducive learning environment is crucial for supporting science education integrated with Islamic values at Madrasah Ibtidaiyah. This study aims to analyze the learning environment in these institutions, examining supporting and inhibiting factors in creating an ideal environment for Islamic-based science learning, as well as the roles of teachers, students, and educational facilities in shaping the learning environment. A literature study (library research) was employed as the research method. The findings indicate that the physical, social, and psychological environments at Madrasah Ibtid

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Root‐Bernstein, Robert S. "Teaching abstracting in an integrated art and science curriculum." Roeper Review 13, no. 2 (1991): 85–90. http://dx.doi.org/10.1080/02783199109553318.

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Paxton, John T., Rockford J. Ross, and J. Denbigh Starkey. "A methodology for teaching an integrated computer science curriculum." ACM SIGCSE Bulletin 26, no. 1 (1994): 1–5. http://dx.doi.org/10.1145/191033.191034.

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Rowell, J. A., and C. J. Dawson. "Towards an Integrated Theory and Practice for Science Teaching." Studies in Science Education 16, no. 1 (1989): 47–73. http://dx.doi.org/10.1080/03057268908559960.

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Dorsah, Philip, Gabriel Awini, Mary Okyer, Abdul-Ganiu Alhassan, Issahaku Shahadu, and Alban Kaningen Nubazung Kpemuonye. "Challenges in Teaching Integrated Science in Junior High Schools." OALib 11, no. 02 (2024): 1–13. http://dx.doi.org/10.4236/oalib.1111101.

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Maryamkhan, Ibragimova, and Mirzakhmedova Khojirakhan. "TECHNOLOGY SCIENCE TRAINING INTEGRATION." International Journal of Artificial Intelligence for Digital Marketing 1, no. 1 (2024): 47–51. http://dx.doi.org/10.61796/ijaifd.v1i1.52.

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To improve students' learning experience and increase their ability to solve complex problems, this service aims to integrate technology training with science. Service methods include teacher training in the use of technology in science teaching, creating an integrated curriculum, interdisciplinary workshops and seminars, and collaborative projects between students from various scientific disciplines. Expected outcomes include increasing students' understanding of the relationship between science and technology, developing integrated learning materials, and increasing students' ability to appl

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Rizki, Tania Mutiara, and Rahmah Evita Putri. "THE DEVELOPMENT OF SCIENCE TEACHING MATERIALS INTEGRATED ETHNOSCIENCE WITH WEBBED TYPE ON ADDITIVE AND ADDICTIVE TOPIC." Universe 3, no. 2 (2022): 189–97. http://dx.doi.org/10.24036/universe.v3i2.217.

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On teaching and learning process, educators are required to be able to create situations that allow students to be active and creative. One of the efforts to integrate science with ethnoscience in the form of teaching materials is one of the breakthroughs in the development of teaching materials. The observation in SMPN 11 Padang shows that still used teaching materials in the form of LKPD which colorless and newspaper base paper. This made students' interest in learning are decline. Based on the observation result, the researcher wants to do research that the aim is to produce science teachin

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Reyes, Angelo R., and John Vincent C. Aliazas. "Online Integrative Teaching Strategies: Thematic and Focus Inquiry for Improved Science Process Skills." International Journal of Science, Technology, Engineering and Mathematics 1, no. 2 (2021): 19–38. https://doi.org/10.53378/352854.

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The education system has recently been shattered by an unprecedented health crisis, which has affected its very foundation and caused it to collapse. Likewise, education is the only industry that has completely transitioned to an online modality in most countries, and it is the only one that has done so thoroughly. The current condition necessitates further investigation into students’ online learning experiences, which may be the most beneficial alternative for continuing education experiences throughout the COVID-19 pandemic. This study sought to determine the effectiveness of two onli

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Vu Thi Thu, Phuong, Thu Dinh Nguyen Trang, and Nhung Nguyen Thi Kim. "Organized stem integration teaching for students with hearing impairment under the General Education Program 2018." Journal of Science Educational Science 67, no. 5A (2022): 189–96. http://dx.doi.org/10.18173/2354-1075.2022-0133.

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The essence of integrated teaching is to form and develop cognitive capacity, creatively and effectively solve problems, to meet objective requirements of practice. Integrated teaching is a prominent new feature in the new General Education Program in 2018, so it is necessary to require a change in the teaching organization. For deaf students learning to integrate at primary school level under the 2018 General Education Program, the issue of organizing integrated teaching is also directly and urgently posed. This article focuses on the issues of organizing STEM-integrated teaching in primary s

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Lamanauskas, Vincentas. "A CONSTRUCTIVIST APPROACH TO INTEGRATED SCIENCE EDUCATION: TEACHING PROSPECTIVE TEACHERS TO DO SCIENCE." Problems of Education in the 21st Century 41, no. 1 (2012): 5–9. http://dx.doi.org/10.33225/pec/12.41.05.

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Learner-centered approaches to teaching and schooling require supportive policies for preparing effective educators. Moving from constructivist philosophy, psychology and epistemology to the characterization of constructivist teaching and learning environments presents a challenge. Constructivist philosophy does not dictate how one should teach; however, it does make it incumbent upon the teacher to deal with each learner as an individual, to value diversity of perspective, and to recognize that the learner's behavior is a direct reflection of his / her life experiences. Bandura (1977, 1986, 1

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Astiti, Kadek Ayu, and Adi Joshua Walahahar Kalendiwau. "Pengembangan Bahan Ajar IPA Terpadu Tipe Connected Pada Materi Zat dan Karakteristiknya." JURNAL IKATAN ALUMNI FISIKA 6, no. 4 (2020): 22. http://dx.doi.org/10.24114/jiaf.v6i4.20052.

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ABSTRACKThis research development was carried out to develop teaching materials in the form of Integrated Science modules connected to the type of substance and its characteristics. This teaching material is printed. The purpose of this study is to find out how to develop this teaching material and also to find out how the feasibility of this teaching material.The development procedure is based on the steps of the Four D (4D) model with minor adjustments. The stages of development are carried out in 4 stages namely, first; conduct needs analysis through literature study, second; shield and arr

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Rohmah, Nur Farida, and Septi Budi Sartika. "The Implementation of Islamic Values Integrated Natural Science Learning in Secondary School." Science Education and Application Journal 5, no. 2 (2023): 89. http://dx.doi.org/10.30736/seaj.v5i2.817.

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This study aims to analyze the implementation of science learning integrated with Islamic values at MTs Bumi Darun Najah. The focus of this research are: 1) learning implementation processing 2) communicative teaching and learning process 3) students' responses 4) learning activities 5) learning outcomes. The subjects in this study were students of 7th grade MTs Bumi Darun Najah. The object of this research is the science teacher. Data collection techniques in this research are observation, interview, and documentation. Data analysis using qualitative descriptive analysis. The results showed a

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Wati, Sakila, Agil Al Idrus, and Abdul Syukur. "Analysis of student scientific literacy: study on learning using ethnoscience integrated science teaching materials based on guided inquiry." Jurnal Pijar Mipa 16, no. 5 (2021): 624–30. http://dx.doi.org/10.29303/jpm.v16i5.2292.

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There are still few teachers who develop their teaching materials independently. There is also no continuity in science learning between scientific knowledge with real-life problems and local wisdom. As a result, learning is less meaningful, and students' scientific literacy skills remain low. This study aims to develop ethnoscience integrated science teaching materials based on guided inquiry that are appropriate and effective in improving students' scientific literacy. This study is development research that refers to the 4D development model. In addition to developing ethnoscience integrate

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Sudarto, Sudarto, and Tawil Tawil. "Karakteristik Bahan Ajar IPA Terpadu Berbasis Kontroversi." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (2019): 211. http://dx.doi.org/10.26858/jkp.v3i3.10218.

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Integrated science learning is the latest science learning icon and is recommended in the national curriculum at all levels of education. Integrated learning is essentially a learning that allows students both individually and in groups to actively seek, explore / explore, and find concepts and principles holistically and authentically. Science as a subject should be taught in its entirety between the study of Physics, Chemistry, and Biology. Facts on the ground show that science learning so far in various levels of education is generally not integrated. The ongoing learning process still indi

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Engelina Siregar, Kardina. "Islam Integrated Science Module Development for Integrated Islam School." E3S Web of Conferences 482 (2024): 04029. http://dx.doi.org/10.1051/e3sconf/202448204029.

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This study aims to produce teaching material products in the form of Islamic integrated science modules on the characteristics and needs of living things in the hope of knowing the feasibility, the potential for increasing pretest-posttest scores, and the practicality of the products that have been developed. The development uses the ADDIE pattern, which consists of 5 stages, namely: analysis, design, development, implementation, evaluation. Based on the results of the analysis, the validity percentage results were 72.85%; 90.2 %; 95.8 %; 84.2% of the validators are learning material experts,

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Nurfadillah, Nurfadillah, Hamsu Abdul Gani, and Abdul Hakim Abdul Hakim. "A NEED ANALYZE OF INTEGRATED SCIENCE TEACHING MATERIAL ASSIST BY AUGMENTED REALITY." INDONESIAN JOURNAL OF EDUCATIONAL TECHNOLOGY 2, no. 2 (2023): 11–20. https://doi.org/10.26858/ijet.v2i2.1101.

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The implementation of learning at SMP Hangtuah Makassar during the COVID pandemic required adjustment to the teaching and learning process. Teachers had to innovate and adapt to meet learning needs and achieve objectives despite challenging conditions. To overcome this, teachers as facilitators must develop up-to-date learning materials to improve quality, increase acceptance, and boost desire to learn in and outside classrooms. Teachers need to develop technology-based teaching materials that can be utilized anywhere, anytime as alternatives to traditional materials. Given these conditions, f

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Lamanauskas, Vincentas, Violeta Šlekienė, and Loreta Ragulienė. "NATURAL SCIENCE UNDERSTANDING AND MATHEMATICAL ABILITIES EDUCATION USING THE PROJECT MaT2SMC DIDACTIC MATERIAL." Natural Science Education in a Comprehensive School (NSECS) 22, no. 1 (2016): 59–69. http://dx.doi.org/10.48127/gu/16.22.59.

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Natural science and mathematics are closely related. Natural sciences investigate natural phenomena, which are described by mathematical equations and relationships, mathematical models of natural phenomena are created. The same concepts, logical thinking tools, analysis, experimentation, etc., are used both in mathematics and natural sciences. However, very often the students see mathematics and natural sciences as completely different subjects, and very often it is impossible the lessons learnt of one subject to apply to another. Therefore, it is necessary to interrelate the knowledge of the

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NIELSEN, KRISTIAN H. "Ideas, politics and practices of integrated science teaching in the global Cold War." BJHS Themes 3 (2018): 167–89. http://dx.doi.org/10.1017/bjt.2018.1.

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AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientis

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