in the BSCS 5E learning cycle
Eureka Education . Learning model BSCS 5E is a cyclic learn , which is based on the theory of education in order to have a basis for the development of research to support its effectiveness, and has a significant impact on science teaching.
BSCS uses various techniques of science teaching as research. First, use a lot of instructions, the nature / purpose of science reveals is uncertain. Secondly, the statement of conclusions in the installation used BSCS what a story is called research that teachers should describe the background of the important ideas about biology and engage research methods in the fields of biology itself . Third, structured the study laboratiorium students to encourage them to do research questions illustrate more than just the text / article. Fourth, the programs lab is designed in the form of groups that students engage in research on a topic of biology that was real.
Since the late 1980s, this model that can improve the BSCS 5E learning model inquiry and critical thinking skills and creativity Student BSCS curriculum design, and there is the support of research data used in material. This model describes the teaching sequences that can be used for the entire program, a special unit and individual lessons. BSCS 5E teaching model provides an important role in the process of curriculum development and implementation of teaching materials in science classes. BSCS 5E learning cycle was used as a major innovation in elementary, middle school and high school biology and integrated science program. Moreover BSCS has completed a portion of an additional module for the National Instituties of Health (NIH). Model BSCS 5E part an essential element is paternally these modules
stages of the learning model BSCS 5E consist of: .. Engagement, Exploration, axplanation, elaboration and evaluation
1. Engage is a useful first step to attract all the attention of the students to focus on learning activities. Teachers use facts or phenomena through pictures, videos or exceptional presentation on the problems connected to be examined, so that the attention of the students to learn them and willing concentrated. For example, the teacher showed pictures or videos erosion of land by the sea. If all the attention of the child has been focused on the question, ask the teacher, the important questions, such as how to prevent abrasion? Maybe the students will respond by planting trees on the water. Then the teacher asked a question, if a tree or shrub, the coco planted by the sea? Then the teacher asked us to go to the mangrove ecosystem.
2. The second step is Explore , in which students carry out exploration activities, such as watching the root structure, branch structure and mangrove plant leaf. Teachers can facilitate the following table the students.
| No | [19459224[ root system | system branch | The structure leaves | |
| | | | | |
| | | | | |
3. the third step is explain , where children try to abiotic factors such as salinity to find the concept of the structure of the system functions and its relationship in the mangrove ecosystem and explain. Teachers, students can perform this process with questions stimulant perform. For example, why mangrove plants have a root system and leaves like that?
4. The fourth step is Complex , ie expand activities to deepen or contact've mastered the concepts students. Teachers allow students with the question of how to stimulate the mechanism of mangrove plant roots in the regulation of cell turgor in environments with high salinity? Students can discuss further, reading a book or looking to the internet to the various problems for articles.
5. The fifth step is Rate (review), where teachers do tests understanding of the subject "students to determine. The tests can a written test or quiz
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