2 research outputs found

    Students’ Understanding of Nature of Science in Islamic Private School

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    The objective of this study is to explore Muslim students’ level of understanding regarding the nature of science (NoS) and compare their understanding between genders in private Islamic schools in Thailand. Descriptive statistics and t-test independent was used to analyze the data. The results revealed that a majority of the participants held a transitional perspective on NoS. Furthermore, there were no statistically significant differences in NoS comprehension between genders at the .05 level. To enhance students' understanding of NoS in all domains, it is recommended that learning activities in private Islamic schools promote a reflective attitude towards NoS

    The Effects of Inquiry-based Learning Activities to Understand the Nature of Science of Science Student Teachers

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    Understanding the nature of science (NOS) is one of the main components for science students to be science literate people. It is also important for science teacher students to develop their NOS understanding to be relevant to an informed view. Therefore, this study investigated the effects of Inquiry process learning activities through a reflective explicit approach and the history of scientists on science student teachers, understanding NOS through mixed-method research. The samples were 35 science student teachers in the general science program at Yala Rajabhat University, Thailand. The research instruments included (1) inquiry-based learning through the reflective explicit approach and the history of scientists lesson plans, (2) the NOS understanding questionnaire, and (3) a semi-structured interview about the NOS understanding. The data were statistically analyzed in terms of percentage, mean, standard deviation, t-test dependent samples, and content analysis. The results revealed that the mean scores of the NOS understanding of the science teacher students taking part in the inquiry-based learning activities through the reflective explicit approach and the history of scientists after learning were higher than those before learning, with the statistical significance at .05. After the learning, most of the students had informed view (IV) of all NOS aspect. The research suggests that Inquiry-based learning activities through the reflective explicit approach and the history of scientists can promote an understanding of the nature of science. It should be used in science learning management to develop students' understanding of the nature of science
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