trains BSCS Biology: A research approach
Eureka Education . In Proceedings of the National Seminar on "BIOLOGY AND LOCAL WISDOM" 2011 Dr. Slamet Suyanto suggested BSCS investigation found that the approach can be characterized as follows:
1. in accordance with the content standards (in Indonesia by SK and KD)
Standard content for science research ability and understanding of the request capacity and a basic understanding of the investigation complexity from kindergarten class increases includes 12 reflect kognintif students. Standard content basic skills required request class to lead 9 degrees 12:
a) identifying issues and concepts that lead to scientific investigation
[Use- b) designing and conducting scientific studies.
c) to improve engineering and mathematics, the results of
d) investigation and communication technologies.
e) to formulate and revise statements -penjelasan scientific and model model
f) with logic and evidence.
g) to identify and analyze the explanations and alternative models
h) to defend communication and scientific arguments.
2.Inkuiri is the main theme
, the process of the investigation as a core learning activities. Aspects of research as a science:
a) behavioral observations
b) Demonstrate curiosity, formulate questions of basic knowledge of
c) collect evidence new technologies and calculations with mathematics
d) suggest the results of previous studies
e) possible explanations
f) publish statements on evidence based
g) examine evidence new evidence [1945008
[] request in class consisting of:
i) 1945014 giving]
h) Adds explanation
[scientificexplanationinformationtopublicpolicy a) Find an object of observation
b) Demonstrate curiosity, the question of prior knowledge
c) from the presentation of a on a first estimate (hypothesis)
d) based formulate declaration, planning and execution of simple investigation
e) the compound of explanation of scientific knowledge.
f) communicates and justifying explanations.
Virtue basic investigation in the classroom:
a) scientifically oriented learning interest in these issues, there are two types of questions; Keep a question existence something dig origin, contains the second many "why" questions. Scientifically oriented to objects, organisms and events in nature centered issues; it refers described to science concepts in the content standards. They question the things they alone led empirical research to do and use the data to develop a scientific explanation for the phenomenon. In the classroom, a question to be very strong and managed to direct the request to create a feeling of "need to know" for the students, with the additional questions "how" and "why" a phenomenon that occurs. The first question can come from students, teachers, teaching materials, web pages, other sources or a combination of all of them.
The teachers have to perform an important role in the identification question, especially when the question comes of students . could be successfully request originated from questions meaningful and relevant to the students, but also from reliable sources through observation and scientific escape.
knowledge and as students, to answer these questions must be conducted and managed in accordance with the stage of development of students. The skills of teachers, students focus help their questions so that they examine both experience interesting and productive to win.
b) give priority Learners evidence, which makes them develop and scientifically oriented to evaluate observations on those questions. In the classroom inquiry, will develop with students evidence a scientific explanation for the phenomenon. Watch plants, animals and rocks, and carefully describe its properties. They made measurements of temperature, distance and time and write it down carefully.
c) a description of evidence Learners set up to scientifically oriented questions. Aspects of this investigation emphasis on the trail of evidence of a statement and not the criteria and characteristics of evidence. The scientific explanation is on the grounds. It is based create a cause of action and a relationship based on facts and logical arguments. Scientific explanations must be consistent with the evidence from experiments and observations in nature in harmony. The explanation for this is the way to find out what is not already known by linking observations with which it was known. So the explanation goes Suggest on current knowledge and some new understanding. For science, this means building understanding on the existing basic knowledge. For students, this means the construction of new ideas about their understanding that now.
d) The learners assess their explanation based on alternative explanations, particularly those reflecting scientific understanding. review , and the elimination or revision, which allowed to make a statement, is one of the virtues that distinguish it from other forms of scientific research and other further explanation. A person can things mempertanyakah as: Is the evidence of the proposed Declaration support? Is a sufficient explanation to answer the questions? Was there bias or flaws in evidence and statements related reasons? Can other explanations of specific evidence plausibly resulting? Alternative explanations can be checked by the student dialogue in order to compare the results or check made their results with those of the teacher or teaching materials. ensure an integral part of these characteristics that students between their results combine with the scientific knowledge that is appropriate for their stage of development. Thus, should the statement of the students especially in accordance with the current scientific knowledge which they can receive.
e) Learners communicate and to assess their proposed observations. Ask students to share observations open up, to ask questions, examine evidence and suggested some alternative explanations for the same observations opportunities for other students. Share declaration can generate questions or the relationship between the enriching of the students who acquired existing scientific evidence and explanations evidence that they proposed. As a result, students can solve the contradictions and arguments based on empirical memantapkansebuah.
3. Multidisciplinary and integrated approach, the integration of biology, physics, chemistry and other sciences
A coherent program, multidisciplinary designed for students to engage students in exploring pasa focus of scientific investigation. Can be used in many disciplines, and if the procedure other issues to integrate as a supporter of the research.
4. constructivist and student-centered (student-centered activities)
maximum Stressing search the student activity, and to find, which puts the student as a subject of study. Students not only act as a receiver to get students through oral statement, but their role is to find their own core of the thing itself.
5. With the request open or closed with a relevant context
The greater responsibility for learners in response to questions , the study of design summarize and communicate their learning, then the method can be declared "open". The more responsibility taken by the teachers, then the process closer to the criteria of the "request-closed". Various experiences with a variety of "degree of openness" in learning is required in the development of the existing kemampuankemampuan request.
6. The students with the opportunity to design and carry out experiments
inquiry-based learning, students promotes their own methods for detection, mengalisis to develop and evaluate scientific data. In addition, students can develop, justify, communicate and evaluate scientific explanations. Inquiry-based teaching makes students ask about the nature of scientific investigation to think how scientists use evidence and logic, to build and revise the knowledge. Therefore, in addition to provide specialized content disciplines, inquiry-based material is to help students develop a better balance ability of performing and understanding science. Teach science by studying allows students to create a concept of a question, and search for an explanation of possible explanations to respond. For example, in the field of cell biology, cell membrane must be a membrane selectively permeable - they should be the food molecules such as sugars can through it, but molecules can not pass through such as carbon dioxide waste. Any kind of material can be a part yan membrane, allowing them to expand as well as cell growth ?.
7. the results of recent studies
Students are required to read explanations of sharing options open for other students students give opportunity to ask questions, examine evidence and suggested some alternative explanations for the same observations. Share declaration can generate questions or the relationship between the enriching of the students who acquired existing scientific evidence and explanations evidence that they proposed. As a result, students can the contradictions and arguments based on empirical solve memantapkansebuah.
8.Siswa practice the achievement of learning
self-assessment is to monitor itself performed by the students. The participation of students in assessing their own thinking and performance make them better able to achieve to control when planning objectives to monitor and correct the learning they do themselves. Rate stick to the process of discovery, collaboration, communication and conceptual connections. reduce Participate students in assessing the burden on teachers and make the students know what is expected of them. Students must be trained paternal behavior self-assessment so that they understand the primary purpose of learning and what they need to achieve.
9. The integration of mathematics and other sciences
Mathematical mentioned as a means of communication, all the sciences. Math was none other than logic. When collecting evidence used technology and mathematical calculations.
10. With a variety of sources and techniques of organization of matter
resources for teaching science through inquiry including websites , books, resources guides, materials, teaching, collections of video.
11. 5E learning model
After BSCS 5E and "E" represents an important part of the order of the progress students seen their pemahana develop. The first students are involved in any way, or any concept the issues and have the opportunity to bring their understanding of time expressed. Then she berapartisipasi to explore in activities or concepts and share ideas with others before making the statement. Followed the developments with the first explanation students have the opportunity to develop and to deepen their understanding of concepts in new situations. Finally, students and teachers assess the progress of students. The combination of 5E with desian oriented strong ratings provide an opportunity for learning and conceptual change in students, leading to a better understanding of science.
12. Collaborative with diverse students
Some teaching models have been developed and teachers can experience learn help organize, sort -based examination for the students to learn. All can be combined with the virtues of the investigation. These elements are important the students to tie in scientific matters, gives students to explore the possibility and create his own explanation, implement and evaluate what they have learned.
13. With the help of a comprehensive assessment of the various techniques
Assessment is a critical aspect of the investigation because of the design experiences learn is to sharpen and define. When teachers know what they are to be shown by the students, they will be better, assistance to the efforts of the students in the provision to achieve it
The comprehensive package, diverse assessment include the following :.
1) Test Bank evaluation unit level.
2) performance-based evaluation at the level of the chapter.
3) embedded assessment on the level of activity.
4) To print a section for students and teachers for each evaluation.
5) Preparation portfolio.
6) the process of investigation.
assessing teacher student is allowed to assess progress on a continuous basis are included in the whole program. (.iklangoogle Adsbygoogle = window || [])
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