Children use the enquiry methods to answer scientific questions based on the world around them (Turner et al., 2011). Department for Education (2013) support this, explaining how pupils should answer and ask relevant questions by using a variety of scientific enquiries methods. Consequently, leading to the use of process skills; observation and questioning are fundamental process skills which lead to other skills being developed (Roden and Archer, 2014). Roden (2005) believes children should be taught to observe and ask questions, but additionally allowing them to engage in practical work where a variety of process skills are used is important. However, in science there is a tendency for teachers to provide any old activity rather than to choose an activity that meets specific learning outcomes in relation to scientific enquiry (Roden, 2005).
Student must be broadened to include scientific literacy skills in learning science education that will be required for students to thrive in the future. Students ought to have this ability to apply the knowledge that they have learned to face the challenges of life beyond school. It is a current trend in education where students are able to using real world tools to solve or communicate about real world problem by thinking creatively. In addition students also need to acquire research skills. They have to know how to integrate scientific literacy during learning science.
it is through Science that we relate better to the phenomenon which help us understand our world. In order to promote deep conceptual understanding of science, there is need to develop positive attitude and skills at an early age. The attitude is the neural strategy of readiness organized through experience exerting a directive or dynamic influence upon the individual’s response to an object and situations with which it is related cooper (2010). There are four major types of the teacher’s attitude that affect teaching behavior. They are attitude towards self, towards learners and attitudes towards subject matter .The beliefs that teachers hold influence their behavior in the classrooms.
In my opinion, practical work in school science definitely will enhance students’ scientific literacy. Practical work defined in various term and often argued, Science in the National Curriculum frequent used term including ‘practical and enquiry skills’, ‘practical and investigation activities’ and ‘experimental work’ (QCA, 2007 a/b). In most recent published review state more classical definition of practical work, students gain learning experience through several ways including in which students interact with the materials or observe the secondary data to understand the natural world (Lunetta et al., 2007). Wellington and Ireson (2008) believes that practical work in school carried out in various ways. Millar (2004, p.1) define practical
Practical work in Science: promoting the learning of science ideas and inquiry. Introduction Practical work has an essential role in promoting young people’s learning in science. It provides a "hands-on" experience and prompts them to think about the world around us (https://royalsociety.org/~/media/Royal_Society_Content/Education/partnership-grant/2011/2011-06-09-Getting-Practical.pdf). In today’s world, teachers of science strive to enhance their learners’ knowledge about the world around them and help develop their own ideas on theories and concepts within the scientific field (Millar and Abrahams, 2009). Although the involvement of practical work in our science teaching is broadly seen as a ‘good thing,’ it is not closed to criticism.
A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010).
I learned that science fair projects let students learn, use, and demonstrate the importance of science and the reason behind why things happen around us. As a future educator, I took away the idea that a student’s science project reflects what they enjoy and are interested in. I learned that students need to be prepared for active learning and given the opportunity to enhance their own learning. Rather than simply completing a project to fulfill an assignment, I learned that students need to emerge with a broader view of the importance of their research. After conducting interviews, I learned that students need to value science outside of the classroom and reach beyond the classroom.
The teacher should be updated on these changes. Educators who incorporate technology in the learning process in the classroom believe that technology is a way in improving learning process. As a result, students will be able to cope up in the 21st century workplace (Butzin; Hopson, Simms &Knezek ;Reiser, as cited in Nordin, Othman &Sam, 2005) There are differences between the educational culture of the 20th and 21st century and it should be explained to fully understand the importance of the 21st century professors. In the 20th century, the traditional classroom approach was used. Usually in the four walls of the classroom, a fixed space, learning only happened.
In terms of theoretical, the results of this study can contribute or add kasanah science in the field of education, especially in improving the quality of physics learning in high school. From the practical point of view, the benefit of this research is to know the pattern and characteristics of problems faced by students in SMA in Singaraja Town in studying physics so that it can be used