Development of an Instructional Model to Improve Science Process Skills and Scientific Mindset of Lower Secondary Students
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Abstract
The aim of this research was to develop a teaching model to promote integrated scientific process skills and scientific thinking, and to compare the scientific process skills and scientific thinking of lower secondary students learning with the developed teaching model criteria. The samples were 25 8th grade students. Instruments for the experiment were lesson plans. Instruments for data collection were scientific process skills and scientific thinking inventories. Results were analyzed using descriptive statistics and one-sample t-test. Results were as follows: 1. The instructional model developed was called SCIENCE model and consisted of seven key steps: 1) Stimulation, 2) Questioning, 3) Cooperative inquiry, 4) Explanation finding, 5) Cooperative application of new situations, 6) Conclusions from application, and 7) Epilogue reflection 2. The mean of integrated science process skills of students learning compared with the developed instructional model was statistically significantly higher than the criteria at the .05 level. The effect size was in the small range. The average level of scientific thinking was statistically significantly higher than the criteria at level of .05, and the effect size was in the large range.
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