Antara lingkungan motivasi berpikir kritis pck

Impacts of Multi-representational Instruction on High School Students'

Conceptual Understandings of the Particulate Nature of Matter

The current study was grounded in constructivist views (Driver, Asoko, Leach, Mortimer, & Scott,
1994) in the sense that priority was given to students interactions with natural phenomena and also
with their peers.

In this context, students were expected to actively engage in inquiry processes while making sense
of the natural world (NRC, 1996)

Thus, participants of the study performed scientific inquiry skills such as predicting, observing,
inferring, and questioning macroscopically observed phenomena at the submicroscopic scale, as well
as engaging in oral and written discourse

Snir et al. claimed that teachers must offer students opportunities for learning the notion of the
PNM, because their [students] failure to learn the particulate model will impair their learning of
science in subsequent years (2003, p. 796). In this respect, both the National Science Education
Standards (National Research Council [NRC], 1996) and the Benchmarks for Science Literacy
(American Association for the Advancement of Science, 1993)

Novick, 1982), socially enriched learning contexts (Haidar & Abraham, 1991; Johnson, 1998;
Kabapinar, Leach, & Scott, 2004), analogies and role-modelling (Tsai, 1999), concrete models
(Harrison & Treagust, 2000) and multimedia/multiple representations (Bunce & Gabel, 2002; Gabel,
1993; Rohr & Reimann, 1998; Snir et al., 2003; Tasker & Dalton, 2006; Williamson & Abraham, 1995).
Research into visual representations revealed that the use of visual tools, such as static or computer-
animated molecular models accompanied by oral and written discourse, facilitate the construction
of scientific conceptions (Kozma, Chin, Russell, & Marx, 2000).

Teaching with multiple representations not only supports student learning but has potential to
capture students interest in a certain domain (Ainsworth, 1999). Multiple representations provide
students with a range of opportunities to construct the targeted knowledge; that is, if a student fails
to understand a concept in relation to one particular representation, another representation may be
more effective, and engaging (Ainsworth, 1999). Pozzer and Roth (2003) developed an abstraction
continuum to display the multiple means by which scientists frequently represent natural
phenomena. Observing the actual phenomenon was placed at the less abstract end of the
continuum. However, it should be noted that chemists use repre- sentations to illustrate unseen
entities and processes of chemical inquiry (Kozma et al., 2000, p. 107; emphasis added). Therefore,
observing the actual phenomena would not be sufficient, particularly for students to explain the
phenomena at the submicroscopic level. Multiple visual representationsanimations at the
submicro- scopic level and static particle modelsappear to improve students ability to visual- ise
the submicroscopic occurrences of the phenomena (Myers, 1990).

Meaningful learning through multiple representations occurs when students construct coherently
linked knowledge frameworks (Treagust, Chittleborough, & Mamiala, 2003). Theories of cognitive
psychologysuch as dual coding theory (Paivio, 1986), and the cognitive theory of multimedia
learning (Mayer, 2001, 2003)provide a basis for the processes of multi-representational learning.

Pembelajaran inquiry berbasis experiment pendekatan kontruktivis untuk meningkatkan high order
thinking skill
Pck berbasis Project based lerning lingkungan untuk meningkatkan

STEM