stages of the scientific method (in BSCS request Approach)
1 observations, find the problem
Eureka Education . The first activity was observed / watching. With the method of observation, is challenged students to explore their curiosity about the phenomena and the mysteries of nature, which is always a challenge.
2. Formulate the problem
Scientific Thinking by scientific method by the awareness of the problem ahead. The problem is then formulated in a question.
3. Proposed a hypothesis
The hypothesis is a temporary solution of a formulation of the problem, which still require verification data on the basis of which was analyzed. In the scientific method and scientific thinking process, the formulation of hypotheses is very important. The formulation of clear hypothesis can lead to the next process in the process help ilmiah.Siswa on the growth of plant seeds in a variety of conditions in the previous year have experiences in research. Teacher hung a large sheet of paper on the spot to see all the students and say, "Let's make a list of ideas that might mnjelaskan what happened to the third tree." Watched the hands of students was raised. It was part of the statement of the students:
"had something to do with the sun"
"In any case, too much water"
" in any case, the lack of water "
" the trees are actually different, even though it looks the same "
" This is the season for some trees to shed leaves "
"there is poison in the soil"
"the trees of different ages"
"insects mamakani the tree"
4 . planning argued to solve the problem met (through experiments or other means)
After students After the students all his idea expressed Settle, them teachers encouraged ideologue thinking ideas that require investigation and explanation of ideas that are already in the form of a statement. He then asked each student to choose an explanation for them could be the answer. The teacher divides the students based on their choice in the "water group", "summer group", "groups of insects" and so on. While they are planning an investigation, the teacher went to each group of students and listen carefully to how they work out a plan. He then asked each group to explain their ideas to peers to get feedback improvements. This has enabled the teachers offer easy assistance to the students to think the process and consider them the questions of their own in a more effective and relevant.
would choose to answer 5. Monitoring and data collection
For three weeks the students will have the opportunity to carry out their investigation. To gather groups students resources using various data on the characteristics of the trees, the cycle of life and the environment. For example, the group "age difference" their questions answered quickly by the person asking for the planting of trees in schools in relation to the recording and the planting of trees.
. 6 Analysis of data
The data in each group were analyzed. The data used to answer the first question. Such conduct further discussions with a group of friends, read a book, or search for items to the Internet to the various problems related. "Why can the water make a tree change and look different?"
7. Conclusions and discovery
The conclusion to the problems to be in agreement that have been proposed. In the above case, the conclusion that the cause of the differences in the three trees because katersediaan water.
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