Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project.

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Bibliographic Details
Title:	Improved learning designs for shaping Indonesia's future science teachers applied in a nanoscience project.
Authors:	Andina, Rahma Esi¹ rahmaesiandina@gmail.com, Rahmawati, Yuli¹ yrahmawati@unj.ac.id, Budi, Setia¹ setiabudi@unj.ac.id
Source:	Issues in Educational Research. Oct2019, Vol. 29 Issue 4, p997-1015. 19p.
Subject Terms:	*Science teachers, Nanoscience
Geographic Terms:	Indonesia
Abstract:	This study aimed to develop pre-service science teachers' conceptual understanding of a nanoscience project through a newly introduced 8E learning cycle. This research was conducted during one semester of a nanoscience and nanotechnology course in the chemistry education department in Universitas Negeri Jakarta, Indonesia with thirtythree pre-service chemistry teachers. Data collection was carried out using classroom observation, in-depth interviews, reflective journals, and a chemistry test that explored pre-service teachers' conceptual understanding of nanoscience and nanotechnology. The 8E learning cycle consists of Engage, Explore, E-Search, Elaborate, Exchange, Extend, Evaluate, and Explain. The results show that the learning cycle engaged pre-service teachers in developing their conceptual understanding through collaboration, discussion, and reflection. The pre-service teachers understood the concepts of unique characteristics, physical properties, and chemical properties of nanomaterials. In each step of the 8E learning cycle, pre-service teachers reflected on and constructed their understanding within the principles of individual and social learning. The results showed that the 8E learning cycle can be used to develop pre-service teachers' conceptual understanding of nanoscience and nanotechnology and social skills. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study aimed to develop pre-service science teachers' conceptual understanding of a nanoscience project through a newly introduced 8E learning cycle. This research was conducted during one semester of a nanoscience and nanotechnology course in the chemistry education department in Universitas Negeri Jakarta, Indonesia with thirtythree pre-service chemistry teachers. Data collection was carried out using classroom observation, in-depth interviews, reflective journals, and a chemistry test that explored pre-service teachers' conceptual understanding of nanoscience and nanotechnology. The 8E learning cycle consists of Engage, Explore, E-Search, Elaborate, Exchange, Extend, Evaluate, and Explain. The results show that the learning cycle engaged pre-service teachers in developing their conceptual understanding through collaboration, discussion, and reflection. The pre-service teachers understood the concepts of unique characteristics, physical properties, and chemical properties of nanomaterials. In each step of the 8E learning cycle, pre-service teachers reflected on and constructed their understanding within the principles of individual and social learning. The results showed that the 8E learning cycle can be used to develop pre-service teachers' conceptual understanding of nanoscience and nanotechnology and social skills. [ABSTRACT FROM AUTHOR]
ISSN:	03137155