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首页> 外文期刊>Journal of Physics: Conference Series >Promoting coupled-inquiry cycle through shared curricular integration models to enhance students argumentation
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Promoting coupled-inquiry cycle through shared curricular integration models to enhance students argumentation

机译：通过共享课程整合模型促进耦合探究周期，以增强学生的论证能力

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摘要

Systemic changes in key aspects of curriculum are esentially important because the challenges of emerged 21st century are growing rapidly. The changes made by the Indonesian Government in the 2013 curriculum, in line with such issue, are closely associated with scientific approach, student-centered learning, developing students thinking and collaboration skills, attitudes, exploring communication, and integrated learning. There are many schools teaching science partially. Not surprisingly, such obvious premises are leading to some overlapping subject materials among physics, biology, chemistry and inefficiency amount of time in classroom activities. Apparently, teachers have lots of difficult to design and integrate the science learning. To investigate the matter, the researchers are therefore interested to promote curricular integrated type employed by teachers in classroom, familiarly called as shared curricular integration. This type can be supported by coupled-inquiry cycle because it enables students to explore their argumentation. Moreover, the students' argumentation activities can be supported through two fundamental investigations popularly called as experiment and communication through discussion. The methods of acquiring data were in regard to students' argumentation tests and observation. The result of data analysis which is conducted with one sample t-test was coupled-inquiry cycle through shared curricular integration can enhance the students' argumentation skills.
机译：课程关键方面的系统变化至关重要，因为21世纪出现的挑战正在迅速增长。印度尼西亚政府在2013年课程中针对此问题所做的更改与科学方法，以学生为中心的学习，发展学生的思维和协作技能，态度，探索交流以及综合学习密切相关。有许多学校部分地教授科学。毫不奇怪，如此明显的前提导致物理，生物学，化学和课堂活动时间效率低下之间某些重叠的主题材料。显然，教师在设计和整合科学学习方面有很多困难。为了对此事进行调查，研究人员因此有兴趣促进教室中教师所采用的课程整合类型，通常称为共享课程整合。这种类型可以通过耦合查询周期得到支持，因为它使学生能够探索自己的论点。此外，学生的辩论活动可以通过两项基本调查得到支持，这两种调查被普遍称为实验和通过讨论进行交流。数据的获取方法与学生的论证测试和观察有关。通过一次样本t检验进行的数据分析结果是通过共享课程整合的耦合查询循环，可以提高学生的论证能力。

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