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首页> 外文会议>International Conference of Primary Education Research Pivotal Literature and Research UNNES >Effect of Science-Technology-Society Approaches to The Science Process Skills Elementary School Students
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Effect of Science-Technology-Society Approaches to The Science Process Skills Elementary School Students

机译：科学 - 技术社会方法对科学过程技能的基础学生

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摘要

The first observation at some schools indicated learning process of Natural Sciences just concept-oriented without observation or applied on the real nature. That was cause students Science process skills did not increased. This study aims to find out effect of Science-Technology-Society (STS) Approaches to the science process skills. This study used pretest-posttest control group design was conducted at Putat Elementary School involved 74 students 5th grade which was divided into two groups. The first group was experiment class (VB) and the second was control class (VA). The results with calculation the difference of two mean used confidence level 95% show average score of Science process skills between experiment class and control class has different. Experiment class with STS approaches learning indicated better enhancement to Science process skills compared control class with conventional learning. The STS approaches was implemented in one week at water cycle learning. Study instrument used science process skills test, learning outcomes test, and observation classes. The results show that STS approaches could improving students Science process skills and making students more exciting on Natural Sciences learning.
机译：在一些学校的第一次观察表明自然科学的学习过程只是概念导向而没有观察或应用真实的自然。这是学生科学过程技能没有增加。本研究旨在发现科学技术 - 社会（STS）对科学过程技能的方法。本研究采用预测试后的防治群设计在普陀基本学校进行，涉及74名学生5年级，分为两组。第一组是实验课程（VB），第二组是对照类（VA）。计算结果计算两种平均使用的置信度95％的差异显示了实验课程和控制类之间的科学过程技能的平均评分不同。 STS方法的实验课程学习表明，对科学过程技能的更好增强与传统学习的控制课程相比。 STS方法在水循环学习一周内实施。学习仪器使用科学过程技能测试，学习结果测试和观察课程。结果表明，STS方法可以提高学生科学过程技能，让学生对自然科学学习更令人兴奋。

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