Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science

Authors

Euis Nursa'adah , Bhakti Karyadi , Ratu Eva Febriani , Ahmad Mudzakir

DOI:

10.29303/jppipa.v8i1.927

Published:

2022-01-13

Issue:

Vol. 8 No. 1 (2022): January

Keywords:

Social and Culture, Nature of Science, Learning, Ethnoscience

Research Articles

Downloads

How to Cite

Nursa’adah, E., Karyadi, B., Febriani, R. E., & Mudzakir, A. (2022). Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science. Jurnal Penelitian Pendidikan IPA, 8(1), 204–208. https://doi.org/10.29303/jppipa.v8i1.927

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Understanding aspects of the Nature of Science (NOS) for preservice science teachers is one of the essential components to be able to understand Science and its processes. There are seven aspects of NOS: empirical, inference, creative, latent theory, tentative, scientific procedural myths, theories and laws of science, social and cultural dimensions, and their embedding in science. There are 48 preservice science teachers involved in this study. Researchers explored their views about NOS and Indigenous Knowledge (IK) through a validated questionnaire. Results showed that the students' opinions on NOS consisted of empirical, tentative, inference, law, scientific theory, and creativity. Meanwhile, aspects of laden theory, myths of scientific procedures, and social and cultural dimensions embedded with science have not been described by students. Fortunately, the students presented IK as an authentic context based on the culture in science learning.  Students express IK ideas: 1) biomedicine (40 students), Biopesticide (2 students), beauty ingredients (2 students), additives (1 student), and supernatural medicine (1 student). Integrating Science and IK as an authentic context in science learning leads IK toward high technology and strengthens NOS aspects. In addition, the assumption that IK has no future is declining.

References

Abd-el-khalick, F. (n.d.). Examining the Sources for our Understandings about Science : Enduring conflations and critical issues in research on nature of science in Examining the Sources for our Understandings about Science : Enduring conflations and critical issues in research on . April 2013, 37–41.

Adfa, M. (2005). Survey etnobotani , studi senyawa flavonoid dan uji brine shrimp beberapa tumbuhan obat tradisional suku Serawai di Propinsi Bengkulu. Gradien. 1(1).

Adibe, M. I. (2014). Innovations in science and technology education: A case for ethnoscience based science classrooms. International Journal of Scientific & Engineering Research, 5(1), 52–56.

Ajayi, O. V., Agamber, T. S., & Angura, T. M. (2017). Effect of gender on students ’ interest in standard mixture separation techniques using ethnochemistry teaching approach. Sky Journal of Educational Research, 5(5), 027-033, Retrieved from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3066324

Baquete, A. M., Grayson, D., & Mutimucuio, I. V. (2016). An Exploration of Indigenous Knowledge Related to Physics Concepts Held by Senior Citizens in An Exploration of Indigenous Knowledge Related to Physics Concepts Held by Senior Citizens in Chókwé , Mozambique. 0693(February). https://doi.org/10.1080/09500693.2015.1115137

Bayir, E., Cakici, Y., & Ertas, O. (2013). Exploring Natural and Social Scientists ’ Views of Nature of Science Exploring Natural and Social Scientists ’ Views of Nature of Science. International Journal of Science Education. 36(8), 37–41. https://doi.org/10.1080/09500693.2013.860496

Bell, R. L., & Lederman, N. G. (2003). Understandings of the Nature of Science and Decision Making on Science and Technology Based Issues. Science Education, 87(3), 352–377. https://doi.org/10.1002/sce.10063

Bullen, J., & Roberts, L. (2019). Driving Transformative Learning within Australian Indigenous Studies. The Australian Journal of Indigenous Education, 48(1), 12-23. https://doi.org/10.1017/jie.2017.40

Chaudhuri, B. (2016). Science in society : challenges and opportunities for indigenous knowledge in the present-day context. Global Bioethics, 26(2), 78-85, https://doi.org/10.1080/11287462.2015.1037140

Dagher, Z. R., & Erduran, S. (2016). Reconceptualizing the Nature of Science for Science. Science & Education. https://doi.org/10.1007/s11191-015-9800-8

Dihamri, D. (2016). Kearifan Lokal Suku Serawai Di Kabupaten Bengkulu Selatan. Jurnal Georafflesia: Artikel Ilmiah Pendidikan Geografi, 1(2), 82-92. Retrieved from: https://journals.unihaz.ac.id/index.php/georafflesia/article/view/151

Fasasi, R. A. (2017). Effects of ethnoscience instruction , school location , and parental educational status on learner’ attitude towards science. International Journal of Science Education, 39(5), 548-564. https://doi.org/10.1080/09500693.2017.1296599

Iskandar, J. (2016). Etnobiologi dan Keragaman Budaya di Indonesia. Umbara: Indonesian Journal of Anthropology. 1(1). 27–42. https://doi.org/10.24198/umbara.v1i1.9602

Kampourakis, K. (2016). Position Paper The “ General Aspects †Conceptualization as a Pragmatic and Effective Means to Introducing Students to Nature of Science. Journal of Research in Science Teaching (J RES SCI TEACH), 53(5), 667–682. https://doi.org/10.1002/tea.21305

Kaya, E., & Erduran, S. (2016). From FRA to RFN : How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science. Science & Education. https://doi.org/10.1007/s11191-016-9861-3

Kaya, S., Erduran, S., Birdthistle, N., & McCormack, O. (2018). Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens: The Role of Economics and Entrepreneurship. Science and Education, 27(5–6), 457–478. https://doi.org/10.1007/s11191-018-9990-y

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 39(6), 497–521. https://doi.org/10.1002/tea.10034

Mccomas, W. F., & Nouri, N. (2016). The Nature of Science and the Next Generation Science Standards : Analysis and Critique Standards : Analysis and Critique. Journal of Science Teacher Education, 27(5), 555–576. https://doi.org/10.1007/s10972-016-9474-3

Nola, R. (2011). A Family Resemblance Approach to the Nature of Science for Science Education. Sci & Educ. 20, 591–607. https://doi.org/10.1007/s11191-010-9293-4

Olson, J. K. (2018). The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents. Science and Education, 27(7–8), 637–660. https://doi.org/10.1007/s11191-018-9993-8

Rist, S., & Dahdouh-Guebas, F. (2006). Ethnosciences - A step towards the integration of scientific and indigenous forms of knowledge in the management of natural resources for the future. Environment, Development and Sustainability, 8(4), 467–493. https://doi.org/10.1007/s10668-006-9050-7

Said-ador, N.K. (2017). Ethnochemistry of maguindanaons on the usage of household chemicals : Implications to chemistry education. Journal of Social Sciences (COES&RJ-JSS), 6(2), 8–26. Retrieved from: https://ideas.repec.org/a/jso/coejss/v6y2017i2sp8-26.html

Temel, S., Şen, Ş., & Özcan, Ö. (2018). The development of the nature of science view scale (NOSvs) at university level. Research in Science and Technological Education, 36(1), 55–68. https://doi.org/10.1080/02635143.2017.1338251

Triyadi, S., Sudradjat, I., & Harapan, A. (2017). Kearifan Lokal Pada Bangunan Rumah Vernakular Di Bengkulu Dalam Merespon Gempa Studi Kasus: Rumah Vernakular di Desa Duku Ulu. Local Wisdom: Jurnal Ilmiah Kajian Kearifan Lokal, 2(1), 1-7. https://doi.org/10.26905/lw.v2i1.1366

Utami, S., Haneda, F., Silvikultur, D., Bogor, I. P., Akademik, J. L., & Dramaga, K. I. P. B. (2010). Pemanfaatan Etnobotani dari Hutan Tropis Bengkulu sebagai Pestisida Nabati. Jurnal Manajemen Hutan Tropika. XVI(3), 143–147. https://doi.org/10.7226/jtfm.16.3.%25p

Wahono, B., & Hariyadi, S. (2014). Pendidikan Karakter Yang Bersumber Dari Kearifan Lokal Masyarakat Suku Serawai Bengkulu Selatan. Jurnal Pembelajaran Biologi: Kajian Biologi dan Pembelajarannya, 1(2), 169-174. https://doi.org/10.36706/fpbio.v1i2.4713

Author Biographies

Euis Nursa'adah, University of Bengkulu

Science Education

Bhakti Karyadi, University of Bengkulu

Ratu Eva Febriani, University of Bengkulu

Ahmad Mudzakir, Indonesia University of Education

License

Copyright (c) 2022 Euis Nursa'adah, Bhakti Karyadi, Ratu Eva Febriani, Ahmad Mudzakir

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).