| Abstrak |
: |
Abstract. Scientific literacy is considered as a benchmark of high and low quality of
science education in a country. Teachers as a major component of learning at the forefront
of building science literacy skills of students in the class. The primary purpose this study is
development science teacher coaching model based on scientific literacy. In this article we
describe about teacher science literacy and profile coaching model for science’ teachers
based on scientific literacy which a part of study conducted in first year. The instrument
used in this study consisted of tests, observation sheet, interview guides. The finding
showed that problem of low scientific literacy is not only happen the students, but science’
teachers which is a major component in the learning process is still not satisfactory.
Understanding science teacher is strongly associated with the background disciplinary.
Science teacher was still weak when explaining scientific phenomena, mainly related to
the material that relates to the concept of environmental. Coaching model generated from
this study consisted of 8 stages by assuming the teacher is an independent learner, so the
coaching is done with methods on and off, with time off for activities designed more.
|
| Bibliography |
: |
References
[1] Bell, G., Warwick, J., Galbraith, P., “Higher Education Manajement and Operational
Research”, Sense Publischers, Rotterdam/Boston/Taipei, 2012.
[2] Acikalin, F. S. (2013). Middle school students’ conceptions of environmental issues.
International Journal of New Trends in Art, Sports & Science Education. 2(4): 23-27.
[3] Department of National education. (2006). Integrated Science Learning Development Guide.
[online]. Available: http:// www.puskur.net/inc/mdl/ 050_Model_IPA_Trpd.pdf. [21 Juni 2007].
[4] Department of National education (2013). Permendikbud No. 68 of 2013 on Curriculum 2013.
Jakarta: Ministry of Education.
[5] Groves, F.H dan Pugh, A.F. (1999). Elementary Pre-Service Teacher Perceptions of the
Greenhouse Effect. Journal of Science Education & Technology. 9: 75-81.
[6] Kahlid, T. (2011). Pre-service Teacher’s Misconceptoins Regarding Three Environmental
Issues. Canadian Journal of Environmental Educations. 6: 1
02-120
[7] Koulaidis, V & Christidou, V. (1999). Model of Students’ Thinking Concerning the
Greenhouse Effect and Teaching Implementations. Science Education. 83(5): 559-576.
[8] National Research Council. (1996). National Science Education Standard. Wahington, DC:
National Academy Press.
[9] OECD. (2013). PISA 2012 Assessment and Analytical Framework. Paris: Organization for
Economic Cooperation and Development (OECD).
[10] Organization for Economic Cooperation and Development. 2009. Framework for Mathematics
Assessment. Paris: Organization for Economic Cooperation and Development (OECD).
[11] Prayekti. (2006). Science, Technology and Society and Science learning. [Online]. Available:
http:// www.duniaguru.com [9 Januari 2008].
[12] Swaak, J., Jong, T,D., & Joolingen, W.R. (2004). The Effect of Discovery Learning and
Expository Instruction on the Acquisition of Definitional and Intuitive Knowledge.
Netherlands: Journal of Computer Assisted Learning. 20: 225-234.
[13] Spiropolou, D., Antonakaki, T., Kontaxaki, S & Bouras, S. (2007). Primary Teachers’ Literacy
and Attitudes on Education for Sustainable Development. Journal of Science Education
Technology. 16: 443-450.
[14] Rebich, S dan Gautier, C. (2005). Concept Mapping to Reveal Prior Knowledge and
Conceptual Change in a Mock Summit Course on Global Climate Change. Journal of
Geoscience Education. 53(4): 355-365.
[15] Rubini, B. dan Ardianto, D. (2014). Analisis Literasi Sains Sisiwa di Kota Bogor. Research
Report. Bogor: Pascasarjana Universitas Pakuan.
[16] Toharudin, U., Hendrawati, S. & Rustaman, A. (2011). Building Science literacy for student.
Bandung: Humaniora.
|
@official_unpak
@unpak
@unpak
UNPAK TV