Can E-Scaffolding Influence the Shift in the Level of Scientific Reasoning in Physics Learning?
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| Title: | Can E-Scaffolding Influence the Shift in the Level of Scientific Reasoning in Physics Learning? |
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| Language: | English |
| Authors: | Annisa Ulfa Yana (ORCID |
| Source: | International Society for Technology, Education, and Science. 2023. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Physics, Science Instruction, Electronic Learning, Scaffolding (Teaching Technique), Science Process Skills, Thinking Skills, Logical Thinking, Science Achievement, Foreign Countries |
| Geographic Terms: | Indonesia |
| Abstract: | This study observes two groups of high school students who were given different physics learning interventions. The first group (N = 35) learning physics with e-scaffolding in modelling instructions (LPE-MI),while the second group (N = 35) learning physics with modelling instructions (LPMI). This study investigates the influence of e-scaffolding on shifts in the level of scientific reasoning (SR) of students in physics learning by using 15 items modified by Lawson's scientific reasoning test ([alpha] = 0.828). Our data indicate that the group LPEMI obtained a G-factor score of 0.53, while the other group achieves G = 0.37. Attention-grabbing results are seen in the shift in levels from transition to formal operations in groups of individuals. For the group LPE-MI it amounts to a significant 43% higher than the group LPMI, which is 9%. The shift in the SR level of students who learning physics with e-scaffolding was more elevated than students who only studied physics with MI, where the comparative analysis test showed an effect of 17.3%. The findings in our study prove that e-scaffolding is not only effective in helping students learn physics independently, but also able to influence students' SR level shifts better. [For the complete proceedings, see ED655360.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED655698 |
| Database: | ERIC |
| Abstract: | This study observes two groups of high school students who were given different physics learning interventions. The first group (N = 35) learning physics with e-scaffolding in modelling instructions (LPE-MI),while the second group (N = 35) learning physics with modelling instructions (LPMI). This study investigates the influence of e-scaffolding on shifts in the level of scientific reasoning (SR) of students in physics learning by using 15 items modified by Lawson's scientific reasoning test ([alpha] = 0.828). Our data indicate that the group LPEMI obtained a G-factor score of 0.53, while the other group achieves G = 0.37. Attention-grabbing results are seen in the shift in levels from transition to formal operations in groups of individuals. For the group LPE-MI it amounts to a significant 43% higher than the group LPMI, which is 9%. The shift in the SR level of students who learning physics with e-scaffolding was more elevated than students who only studied physics with MI, where the comparative analysis test showed an effect of 17.3%. The findings in our study prove that e-scaffolding is not only effective in helping students learn physics independently, but also able to influence students' SR level shifts better. [For the complete proceedings, see ED655360.] |
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