Representing earth science concepts using slowmation: influences on middle school students' conceptual change

This study aims to analyze students' interest in learning science. Interest is Wrong One aspect psychic man Which can push For reach objective. Someone who has an interest in an object, tends to pay attention or feel greater pleasure for the object. Teacher's strategy in increasing interest Study participant educate is give participant educate For take decision as well as control, give a clear instruction, create a threat-free classroom environment, change the atmosphere learning, offer various learning models and methods, create fair competition positive, offer present, give not quite enough answer to participant educate, give chance for students to study in groups, encourage them to self-reflect, enthusiastic, get to know students, know the interests of students, help students to find motivation from in himself. Type study This is use study qualitative descriptive. The location of this research is SD Muhammadiyah 02 Medan, Jl. Mustafa No.1 Glugur Darat I, Kec. East Medan, Medan City, North Sumatra. Research subjects are participants educate. Instrument study Which used is interview, And observation. Then then the number of population or informants in this study consisted of 30 students. Sample used in this study consisted of 5 students of class VA. The results of this study is that researchers can analyze how students' interest in learning science, and what teacher's strategy is suitable for learning science: (1) students prefer learning science done outside class or done practice in a manner direct. (2) student very like science learning because it relates to the environment and everyday life. (3) at the moment learning going on what good Teacher use media Study in present the material so that it becomes more enthusiastic and fosters interest in student learning. (4) students feel bored when learning is done only with the lecture method because it is difficult understood and easily bored, (5) if they feel bored, they tend to choose to play and class noise. Thus, the observations or analyzes carried out at SD Muhammadiyah 02 Medan, teachers must be more active, creative and innovative in the ongoing learning process especially on science learning. Keywords: Interest Study student, Learning science, Strategy Teacher

The correlation of students’ interest in bilingual science learning and their English competence was investigated. Forty-six students of elementary-school teacher candidate program participated in this study. The students received five topics of science (Heat, Changes in Matters, Plant Life and Environment, Simple Machine, Animal Life and Environment) with English usage embedded. The students’ interest in science learning involving English was examined. Meanwhile, the students’ mastery of general English was measured. The result shows that the students’ interest in bilingual science learning and their English mastery is not significantly correlated. The finding suggests that the students might still enjoy and get benefit from bilingual science learning despite their English abilities. This leads to the opportunity to have more bilingual science classes to enhance not only students’ science mastery but also their English competence.

Students' Interest In Learning Science.- Interest in Science: Lessons and non-lessons from TIMSS and PISA.- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science.- Girls and Physics: Dilemmas and Tensions.- Science Education Research: New Approaches and Links to Practice.- Contested Territory: The Actual and Potential Impact of Research on Teaching and Learning Science on Students' Learning.- Studying Science Teaching Practices in Relation to Learning: Time Scales of Teaching Phenomena.- The Potential of Video Studies in Research on Teaching and Learning Science.- Science Teachers' Knowledge, Practice and Education.- Pedagogical Content Knowledge: What Does it Mean to Science Teachers?.- Science Teachers' PCK and Teaching Practice: Learning to Scaffold Students' Open-inquiry Learning.- in Context - A program for Improving Instruction in Germany.- The Relationship of Capability Beliefs and Teaching Environments of New Danish Elementary Teachers of Science to Teaching Success.- A Beginners' Module of Integrated Natural Science for Secondary Teacher Students: The result of an Educational Reconstruction Process over Three Iterations.- Learning and Understanding Science.- Learning Process Studies.- Meaning Construction and Contextualization While Solving a Dynamics Task in the Laboratory.- Development of a Model of Formative Assessment.- Memorisation of Information from Scientific Movies.- Teaching and Learning Scientific Concepts.- Micro-organisms: Everyday Knowledge Predates and Contrasts with School Knowledge.- Using the Processes of Electrical Charge of Bodies as a Tool in the Assessment of University Students' Learning in Electricity.- Representation and Learning about Evaporation.- Learning from the History and Philosophy of Science: Deficiencies in Teaching the Macroscopic Concepts of Substance and Chemical Change.- Innovative Teaching-Learning Environments in Science Education.- Non-Formal Science Teaching and Learning.- Adults' Understanding of Analogy-based Exhibits in an Interactive Science Museum.- The Puppets Project: Using Puppets to Promote Engagement and Talk in Science.- Inquiring the Inquiry Laboratory in High School.- Developing Students' Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom.- Models and Modelling in Science Education.- Towards a Validated Conception of Scientific Models.- The Development of Elementary Students' Understanding of Complex Ecosystems Through a Model-Based Approach.- Effects of Model-Based Teaching on the Durability of Pre-Service Teachers' Conceptions of Lunar Events.- Learning and Teaching about Ecosystems Based on Systems Thinking and Modelling in an Authentic Practice.- Discourse and Argumentation in Science Education.- Argumentation and the Learning of Science.- Students' Argumentation in Group Discussions on a Socio-Scientific Issue.- Exemplary Teaching of Argumentation: A Case Study of Two Science Teachers.- What Can We Learn from a Study of Argumentation in the Answers and Group Discussion to Open Problems?.- Teaching and Learning Science Using Multimedia and Computer Tools.- Evaluating Students' Multimedia Science Design Projects in the Elementary Classroom.- Technology-Enhanced Collaborative Inquiry Learning: Four Approaches under Common Aspects.- Visualizing the Quantum Atom.- Evaluation of the Hypermedia Learning Environment Physics for Medical Students Within two Different Settings.- The Role of Language in Learning with Computer-based Multimedia.

The purpose of this study was to determine the effectiveness of the problem based learning (PBL) model assisted by crank games to improve understanding of science concepts and interest in learning elementary school students. This study uses a quantitative approach, experimental method with a one group pretest-posttest design. Samples were taken by random or random techniques. This research used questionnaire/questionnaire data collection techniques, observation, interviews and documentation. The data analysis technique used is Normality Test, Homogeneity Test, t-test, Simple Linear Regression Test and N-Gain Test. The results of this study show: 1) There is a difference in the average understanding of elementary school students' concepts using the problem-based learning model assisted by crank games. This is evidenced by the sig count value of 0.001 ˂ 0.05. So it can be concluded that there is a significant difference between the quality of learning in the experimental class and the control class. The mean for the experimental class was 90.75, far greater than the average for the control class, 79.50. 2) There is a difference in the average learning interest of elementary school students using the problem-based learning model assisted by crank games. This is evidenced by Sig. (2-tailed) is 0.001 ie 0.001 < 0.05. So it can be concluded that there is a difference in the use of the problem based learning model with the help of the crank on the interest in learning science for SDIT Insan Kamil students by 78.89%. 3) There is an influence of the problem-based learning model assisted by crank games on the understanding of elementary school students' concepts. This is evidenced by t count = 6.638 ˃ t table = 0.468 and a significance value of 0.001 ˂ 0.05. So it can be concluded that there is an influence of the problem-based learning model assisted by crank games on increasing the ability to understand elementary school students' concepts. 4) There is an influence of the problem-based learning model assisted by crank games on the learning interest of elementary school students. This is evidenced by the sig value of 0.001 <0.05. So it can be concluded that there is an influence from the crank-assisted problem-based learning model on interest in learning science in elementary schools. 5) problem-based learning with the help of cranks can improve elementary school students' understanding of concepts. It is proven that the average score of the experimental class is quite effective, namely 56.6%, while the average score of the control class is less effective, namely 26%. So it can be concluded that the problem-based learning model with the help of cranks in science learning can improve elementary school students' conceptual understanding. 6) The crank-assisted problem-based learning model can increase elementary school students' learning interest. It is proved that the average score of the experimental class is quite effective, namely 58%, while the average score of the control class is less effective, namely 29.6%. So it can be concluded that the problem-based learning model with the help of cranks in science learning can increase elementary school students' learning interest.

The curriculum serves as a structured plan outlining learning techniques and strategies that can be further developed to enhance educational outcomes. This study aims to examine the effect of the Independent Curriculum on students’ interest in learning about viruses. Employing a quantitative research design, the study involved 34 Grade X students at Sekolah Menengah Atas Negeri 1 Aceh Besar. Data were collected using a questionnaire to measure students’ interest levels. The findings reveal that the Independent Curriculum significantly influences students’ engagement and motivation in studying the topic of viruses. Further insights obtained through an interview with a biology teacher at the school highlight challenges in the curriculum’s implementation, particularly in fostering competitive classroom dynamics. While some students demonstrated high enthusiasm and active participation, others showed minimal engagement, suggesting uneven learning motivation. These results underscore the need for adaptive teaching strategies and consistent teacher support to maximize the potential of the Independent Curriculum in improving student interest in science learning, particularly in complex topics such as virology.

The Covid-19 pandemic has had a major impact on various sectors, one of which is education. The world of education is also feeling the impact. In the past, before the Covid system and learning models were carried out face-to-face between teachers and students, the problem in this study was whether video tutorial-based learning media could affect science learning outcomes. The respondents of this research were class VIII students of SMP Muhammadiyah 10 Muncar with a total of 30 students. This research was a quantitative study with a causal design. Valid and reliable degree with validity and reliability tests. Instrument analysis test using: 1) Descriptive test, 2) Normality test 3) Homogeneity test. Test the hypothesis using: 1) Regression analysis, 2) F test, 3) T test The results show that: 1) sig. from the learning video tutorial variable, there is a motivation of 0.000, so the conclusion is sig > 0.05, meaning that there is an influence of video-tutorial-based learning media on students' interest in learning science. 2) the sig value of the influence variable of video tutorial-based learning media on learning outcomes is 0.000. The conclusion obtained is sig > 0.05, it means that there is an influence of video tutorial-based learning media on students' natural science learning outcomes. 3) the output results of the regression analysis obtained F count 29.124 with sig 0.000, because > 0.05, there is an influence of video tutorial-based learning media on learning interest and science learning outcomes in students, especially junior high school students.

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes

The interest in learning is one of the important factors for students' success in learning. However, interest in learning fourth grade students of SDN 06 Lubuk Jantan in mathematics subjects was found to be still low. The purpose of this study was to describe and obtain information about increasing students' interest in learning in mathematics through the Index Card Type Active Learning Strategy Match in Class IV SDN 06 Lubuk Jantan. This research is a classroom action research. The research procedures in this study include planning, action, observation and reflection. This study consisted of two cycles with four meetings. The research subjects consisted of 23 fourth grade students of SDN 06 Lubuk Jantan. The research data was collected using a test sheet. Data were analyzed using percentages. Based on the results of research and discussion that have been put forward, it can be concluded that the Active Learning Strategy Type Index Card Match can increase students' interest in learning in mathematics subjects in Class IV SDN 06 Lubuk Jantan. The interest in student learning in the first cycle was 69.67 increasing to 84.36.

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

Seeing the low interest in student learning in the subject of Islamic Religious Education, which is caused by a lack of understanding of a material produced from learning delivered by the teacher is generally caused by the delivery of material using only lecture and rote methods, the lack of use of learning methods and the lack of supporting infrastructure learning and teaching activities. Therefore this paper aims to determine the level of student interest in Islamic education subjects. So the focus of this paper is what efforts are being made to find out students' interest in learning in the subject of Islamic Religious Education in class VIII SMP Negeri 9 Bintan. To answer this question, this paper uses action research. From the analysis of the data obtained, it shows that there was a significant increase in student learning interest after using the index card match learning method in Islamic Religious Education subjects compared to before the action was held. This shows that efforts to increase students' interest in learning by using the index card match method have proven effective in class VIII students of SMP Negeri 9 Bintan.

The method used is a quantitative method. This method is used to determine whether there is an effect of online learning with the Google Classroom application on students' interest in learning at SMP Plus Muda Prakarya. The research instrument used to obtain data is by using product moment correlation analysis. The variable studied in this study is the effect of Online Learning (X) on Students' Interest in Learning (Y). Based on the product moment analysis, the value of "r" count = 0.299. By examining the table for the value of "r" product moment, it turns out that for dk = N-2 = 28-2 = 26 at a significant level of 5%, we get "r" table = 0.388 and at a significant level of 1%, we get "r' table = 0.496. Then it can be concluded that "r" count = 0.299 < "r" table = 0.496. In accordance with the provisions of "if "r" count is smaller than "r" table, then Ho is accepted and Ha is rejected. But on the other hand, if the "r" count is greater than the "r" table, then Ha is accepted and Ho is rejected". Thus, it means that there is no significant effect between online learning on student interest in learning at SMP Plus Muda Prakarya. Then by paying attention to the "r" count = 0.299 in the interpretation table the data is between 0.20 - 0.399 which means that there is no correlation between X and Y variables, even "Low". From the calculation of KD (Coefficient of Determination) it can be concluded that the influence between Variable X (Learning Online) and Variable Y (Students' Interest in Learning) only reaches 8.29%. Thus, there are other factors that affect student learning interest, which is 91.71%. Based on the results of the analysis above through this research, it can be concluded that there is no real influence between online learning on the learning interest of students in SMP Plus Muda Prakarya. Keywords: Online Learning, Students' Interest in Learning

Recently, revolution 4.0 has become a major topic in various aspects. One of them is in education. Education is the first key to facing revolution 4.0 through digital learning. in the form of schoology needs to be applied to facilitate and foster the Digital learning students’ motivation. This research is a Research and Development (R&D) research using Borg and Gall procedures. The results of material experts, media experts, and teachers validation reached very reasonable criteria. Then, the mobile learning with schoology applications was tested through two stages: small group trials and field trials in Junior High School. The result showed that it reached very reasonable interpretation criteria and could foster the students’ interest in learning science.

The background of this research is the anxiety of parents and teachers regarding the students' motivation and interest in learning which has decreased after the pandemic. This study aims to explore how the use of persuasive sentences can affect students in elementary schools. This study specifically focuses on identifying the views of parents and teachers in using persuasive sentences to increase students' interest in learning and create a conducive learning atmosphere. This study used a case study research design with the data collection using a qualitative approach by conducting interviews. The Data was collected in 2022 from 34 participants who were parents and teachers of elementary school students with 33 participants from the Bogor area and one person from the DKI Jakarta area. The results of data collection and analysis were made into several themes. The results showed that parents and teachers agreed that the use of persuasive sentences could increase interest in learning and change students' learning atmosphere. Good behavior changes are shown by students after parents and teachers use persuasive sentences. The atmosphere and interest in student learning can be changed with a sentence spoken by the teacher or the student's parents.

The ability to think creatively is one of the higher order thinking skills so it is very important in biochemistry learning. The purpose of this study was to determine students' interest in learning in problem-based learning by providing scaffolding and without providing scaffolding and to see the effect of students' interest in learning in problem-based learning by providing scaffolding on students' creative thinking abilities. The design in this study used an explanatory sequential design with a total sample of 88 students of the Jambi University chemistry education study program. The instrument used in this study was a learning interest questionnaire with 17 statements and a creative thinking ability test question with a total of 10 questions. The data collection procedure was carried out, namely the researcher distributed a questionnaire instrument of student learning interest when learning using the PBL model and learning using the scaffolding integrated PBL model. After distributing the interest in learning questionnaire, the researcher then distributed the instruments for testing the ability to think creatively. The sampling technique used was total sampling. The data analysis technique used descriptive test, t-test and simple linear regression test. The results obtained are that there are differences in students' interest in learning when learning using the PBL model integrated with scaffolding and learning using the PBL model. In addition, there is an influence of students' interest in learning on students' creative thinking skills using a problem-based learning model with scaffolding

The declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn’s paradigm. To replace the abstract term ‘metaphysical meanings’, the term ‘Meaning of Life implied by Scientific Concepts’ (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science. Keywords: Metaphysical Principle, Scientific Concepts, Everyday Context, Kuhn’s Paradigm