Elementary School Teachers' Scientific Competence and Their Teaching Experiences

Authors

  • Eka Danti Agustiani Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia, Indonesia
  • Nuryani Rustaman Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia, Indonesia
  • Ana Ratna Wulan Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v4i2.328

Keywords:

elementary school teachers, scientific competence, teaching experiences

Abstract

Indikator-indikator kompetensi ilmiah dalam literasi sains yang digunakan oleh OECD dalam PISA sejak tahun 2015 adalah (1) menjelaskan fenomena secara ilmiah, (2) merancang dan mengevaluasi penyelidikan secara ilmiah, dan (3) menginterpretasi data dan bukti secara ilmiah. Dalam penerapan kurikulum terintegrasi, guru sekolah dasar juga terlibat dalam pembelajaran sains di tahap awal, yang berarti juga harus memiliki kompetensi ilmiah dan mampu membina para siswa untuk mencapainya. Kajian ini bertujuan untuk mencari tahu korelasi antara ketiga indikator kompetensi ilmiah tersebut dan pengaruh pengalaman mengajar terhadap kompetensi ilmiah guru sekolah dasar.  Hasil yang diperoleh mengindikasikan pentingnya pembinaan kompetensi ilmiah pada guru secara periodik dengan memperhatikan semua indikator-indikator kompetensinya

Author Biographies

Eka Danti Agustiani, Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia

Fungsional Akademik, Widyaiswara Ahli Muda

Nuryani Rustaman, Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia

Professor in Science Education

Ana Ratna Wulan, Pusat Pengembangan dan Pemberdayaan Pendidik dan tenaga Kependidikan IPA, Universitas Pendidikan Indonesia,Jawa Barat, Indonesia

Senior Lecturer in Biology and Science Education

References

Aalderen-Smeets, S. I., van der Molen, J. H. W., & Asma, J. F. L. (2012). Primary teachers’ attitudes toward science: A new theoretical framework, Science Education, 96(1), 158-182.

Agresti, A.(2007). An introduction to categorical data analysis. New Jersey:John Wiley & Sons,.45-48.

Alake-Tuenter, E., Biemans, H. J. A., Tobi, H., Wals, A. E. J., Oosterheert, I., & Mulder, M. (2012). Inquiry-based science education competencies of primary school teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education, 34(17), 2609–2640.

Alger, C.L. (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25, 743-751

Baker, R.(1994).Teaching Science in Primary Schools: What Knowledge Do Teachers Need?. Research in Science Education, 24, 31-40.

Bittencourt, G. K. G. D., Nobrega, M. M. L., Medeiros, A. C. T., & Furtado, L. G.(2013). Concept maps of the graduate programme in nursing: experience report. Rev Gaucha Enferm, 34(2), 172-176.

Bowen, M. G., & Roth, W. M. (2005). Data & Graph Interpretation Practices among Pre-services Science Teachers. Journal Research in Science Teaching, 42(10), 1063-1088.

Chun, Y. T., Yuh, Y. L., & Ying, Y. C. (2016). The relationships among adult factors engagement in science and scientific competencies. Adult Education Quarterly, 1-18.

Corlu, M. A. & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Science: Theory and Practice, 12(1), 514-521.

Darling-Hammond, L., & Young, P. (2002). Defining “highly qualified teachersâ€: What does “scientifically-based research†actually tell us? Educational Researcher, December, 13-25.

Dogusoy-Taylan, B., & Cagiltay, (2014). K. Cognitive analysis of experts’ & novices’ concept mapping process: An eye tracking study. Computer in Human Behavior, 36, 82-93.

Fendler, J. F., & Glaser-Zikuda., M. (2013). Teaching experience and the “shift from teaching to learningâ€. Zeitschrift für Hochschulentwicklung, 8(3), 15-28.

Hafizan, E., Halim, L., & Meerah, S. (2012). Perception, conceptual knowledge and competency level of integrated science process skill towards planning a professional enhancement programme. Sains Malaysiana, 41(7), 921-930.

Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012). Differential effects of three professional developmental model on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333-362.

Jarrett, O. S. (1999). Science interest and confidence among pre-service elementary teachers. Journal of Elementary Science Education, 11(1), 47-57.

Jennings, D. (2012). The use of concept maps for assessment UCD Teaching and Learning/Resources, University College Dublin.

Kinchin, I. M., David, B. H., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57.

Lin, C. F., Yeh, Y., Hung, Y. H., & Chang, R. I. (2013). Data mining for providing a personalized path in creativity: An application of decision trees. Computers and Education, 68, 199-210.

McLinden, D. . (2013). Concept maps as network data: Analysis concept map using the methods of social network analysis. Evaluation and Program Planning, 36, 40-48.

Mok, C. K. F., Whitehill, T. L., & Jodd, B. J. (2014). Concept map analysis in the assessment of speech-language pathology students’ learning in a problem-based learning curriculum: A longitudinal study. Clinical Linguistics and Phoenetics, 28(1-2), 83-101.

Murphy, C., & Smith, G. (2012). The impact of a curriculum course on pre-service primary teachers’ science content knowledge and attitudes towards teaching science. Irish Educational Studies, 31(1), 77-95.

OECD. (2016). PISA 2015 Assessment & Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, revised edition, PISA, OECD Publishing, Paris.

Retrieved from http://dx.doi.org/10.1787/9789264281820-en

OECD. (2016). Country Note, Results from PISA 2015: Indonesia.

Retrieved from https://www.oecd.org/pisa/PISA-2015-Indonesia.pdf

Osborne, J. (2015). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25, 177-196.

Palmer, D. H. (2001) Factors contributing to attitude exchange amongst preservice elementary Teachers. Science Teacher Education, DOI 10.1002/sce.100072001

Palmer, D. H., Dixon, J., Archer, J.(2016). Identifying underlying causes of situational interest in science course for pre-service elementary teachers. Science Education, 20(10), 1–23.

Rambuda, A. M., & Fraser, W. J. (2004). Perceptions of teachers of the application of science process skills in the teaching of Geography in secondary schools in the Free State province. South African Journal of Education, 24(1), 10-17.

Downloads

Published

2020-03-30

How to Cite

Agustiani, E. D., Rustaman, N., & Wulan, A. R. (2020). Elementary School Teachers’ Scientific Competence and Their Teaching Experiences. Jurnal Basicedu, 4(2), 306–313. https://doi.org/10.31004/basicedu.v4i2.328

Issue

Vol. 4 No. 2 (2020)

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).