ENHANCING UNDERSTANDING ABOUT THE NATURE OF LOCAL SCIENCE: AN ACTION RESEARCH IN PRIMARY EDUCATION
Through local scientific learning, this action research attempts to improve primary school students' understanding of the nature of science. The target group consisted of nine grade 6 students from a school in Thailand's northeast. The observational tools were the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. The research tools were action plans based on local science and observational tools were 1the understanding of nature of science test, understanding of nature of science questionnaire test, and interviewing. Mean, standard deviation, and percentage were used as descriptive statistics. According to the data, students improved their knowledge of science by 62.96 percent after the first learning cycle. Students achieved 92.59 percent of their grasp of science during the second learning cycle. Qualitative data could be used to help future research discussions.
Keywords: Local science, nature of science, primary science, traditional science.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
American Association for the Advancement of Science (1990). Science for all Americans. National Academic Press.
American Association for the Advancement of Science (1994). Benchmarks for science literacy. Oxford University Press.
Bell, R. L. (2009). Teaching the nature of science: Three critical questions. Best Practices in Science Education, 22, 1-6.
Bush, J., & Doyon, A. (2019). Building urban resilience with nature-based solutions: How can urban planning contribute?. Cities, 95, 102483.
Callahan, B. E. (2009). Enhancing nature of science understanding, reflective judgment, and argumentation through socioscientific issues. University of South Florida.
Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education, 20(7), 701-717.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
El Islami, R. A. Z., & Nuangchalerm, P. (2020). Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report. International Journal of Evaluation and Research in Education, 9(2), 261-268.
El Islami, R. A. Z., Nuangchalerm, P., & Sjaifuddin, S. (2018). Science process of environmental conservation: Cross national study of Thai and Indonesian pre-service science teachers. Journal for the Education of Gifted Young Scientists, 6(4), 72-80.
Frantzeskaki, N., McPhearson, T., Collier, M.J., Kendal, D., Bulkeley, H., Dumitru, A., Walsh, C., Noble, K., Van Wyk, E., Ordóñez, C., & Oke, C. (2019). Nature-based solutions for urban climate change adaptation: linking science, policy, and practice communities for evidence-based decision-making. BioScience, 69(6), 455-466.
Gandolfi, H. E. (2021). “It's a lot of people in different places working on many ideas”: Possibilities from global history of science to Learning about nature of science. Journal of Research in Science Teaching, 58(4), 551-588.
Häyrynen, S., Keinonen, T., & Kärkkäinen, S. (2021). Promoting environmental citizenship through local socio-cultural traditions in science education. Discourse and Communication for Sustainable Education, 12(2), 5-30.
Hillen, S. A. (2020). School staff-centered school development by communicative action: working methods for creating collective responsibility-from the idea to action. Journal on Efficiency and Responsibility in Education and Science, 13(4), 189-203.
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
Jumriani, J., Mutiani, M., Putra, M. A. H., Syaharuddin, S., & Abbas, E. W. (2021). The urgency of local wisdom content in social studies learning: Literature review. The Innovation of Social Studies Journal, 2(2), 103-109.
Khishfe, R., & Abd‐El‐Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(7), 551-578.
Marginson, S. (2022). What drives global science? The four competing narratives. Studies in Higher Education, 47(8), 1566-1584.
McComas, W. F. (2020). Principal elements of nature of science: Informing science teaching while dispelling the myths. In Nature of science in science instruction (pp. 35-65). Springer, Cham.
McComas, W. F., & Clough, M. P. (2020). Nature of science in science instruction. In Nature of Science in Science Instruction Rationales and Strategies (pp. 3-22). Springer.
Mesci, G., Schwartz, R. S., & Pleasants, B. A. S. (2020). Enabling factors of preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry. Science & Education, 29(2), 263-297.
National Research Council. (1996). National science education standards. National Academies Press.
Nuangchalerm, P. (2009). Preservice teachers' perception about nature of science. The Social Sciences, 4(5), 463-467.
Nuangchalerm, P., & El Islami, R. A. Z. (2018). Context of science on environmental conservation: comparative study between Thai and Indonesian novice science teacher students. Jurnal Penelitian dan Pembelajaran IPA, 4(1), 60-67.
Nuangchalerm, P., El Islami, R. A. Z., & Prasertsang, P. (2022). Science attitude on environmental conservation of Thai and Indonesian novice science teacher students. International Journal of STEM Education for Sustainability, 2(2), 148-155.
Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27(7), 637-660.
Özyildirim, G. (2021). How teachers in elementary schools evaluate their classroom environments: An evaluation of functions of the classroom through an environmental approach. Journal on Efficiency and Responsibility in Education and Science, 14(3), 180-194.
Parmin, P., Nuangchalerm, P., & El Islami, R. A. Z. (2019). Exploring the indigenous knowledge of Java North Coast Community (Pantura) using the science integrated learning (SIL) model for science content development. Journal for the Education of Gifted Young Scientists, 7(1), 71-83.
Parmiti, D. P., Rediani, N. N., Antara, I. G. W. S., & Jayadiningrat, M. G. (2021). The effectiveness of local culture-integrated science learning through project-based assessment on scientific attitudes and science process skills of elementary school students. Jurnal Pendidikan IPA Indonesia, 10(3), 439-446.
Phoopanna, A., & Nuangchalerm, P. (2022). Developing grade 5 students’ scientific habits of mind through community-based science learning. Jurnal Penelitian dan Pembelajaran IPA, 8(1), 1-12.
Roberts, A. (2007). Global dimensions of schooling: Implications for internationalizing teacher education. Teacher Education Quarterly, 34(1), 9-26.
Sagala, R., Nuangchalerm, P., Saregar, A., & El Islami, R. A. Z. (2019). Environment-friendly education as a solution to against global warming: A case study at Sekolah Alam Lampung, Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 87-97.
Tengö, M., Austin, B. J., Danielsen, F., & Fernández-Llamazares, Á. (2021). Creating synergies between citizen science and Indigenous and local knowledge. BioScience, 71(5), 503-518.
Tortorella, G. L., Fogliatto, F. S., Cauchick-Miguel, P. A., Kurnia, S., & Jurburg, D. (2021). Integration of industry 4.0 technologies into total productive maintenance practices. International Journal of Production Economics, 240, 108224.
Varghese, J., & Crawford, S. S. (2021). A cultural framework for indigenous, local, and science knowledge systems in ecology and natural resource management. Ecological Monographs, 91(1), e01431.
Wheeler, H. C., & Root‐Bernstein, M. (2020). Informing decision‐making with Indigenous and local knowledge and science. Journal of Applied Ecology, 57(9), 1634-1643.
Copyright (c) 2022 International Online Journal of Primary Education (IOJPE) ISSN: 1300-915X
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and permissions
The manuscripts submitted to International Online Journal of Primary Education (IOJPE) for publication should be original studies that were not published before or not submitted to anywhere else for publication.
Authors who submit their manuscript to International Online Journal of Primary Education (IOJPE) should acknowledge that they agree to transfer the copyright of their studies to IOJPE. All Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
All articles published in International Online Journal of Primary Education (IOJPE) are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).
Any further distribution or use of content published under CC BY 4.0 must contain the author(s) and the published article’s title, and journal citation. All articles published in IOJPE under a CC BY License may be used for Text and Data Mining purposes, subject to the conditions of the CC BY License terms. The license allows for commercial use. IOJPE allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
The journal’s objective is to disseminate articles published are free. Under the Creative Commons license (CC BY 4.00), the journal allows the user to permits unrestricted use, distribution, and reproduction in any medium, and even use the publication for commercial activities, provided that the original work is properly cited.
Open access is an approach that eases the interdisciplinary communication and encourages cooperation among different disciplines. IOJPE, therefore, contributes to its own field by providing more access to its articles and a more transparent review process.