Socio-Critical and Problem-Oriented Approach in Environmental Issues for Students' Critical Thinking Skills Development in Chemistry Learning

Autor/inn/en	Purwanto, Agung; Rahmawati, Yuli; Rahmayanti, Novia; Mardiah, Alin; Amalia, Risky
Titel	Socio-Critical and Problem-Oriented Approach in Environmental Issues for Students' Critical Thinking Skills Development in Chemistry Learning
Quelle	In: Journal of Technology and Science Education, 12 (2022) 1, S.50-67 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Purwanto, Agung) ORCID (Rahmawati, Yuli) ORCID (Rahmayanti, Novia) ORCID (Mardiah, Alin) ORCID (Amalia, Risky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Problem Based Learning; Science Instruction; Teaching Methods; Critical Thinking; Skill Development; Grade 11; High School Students; Chemistry; Foreign Countries; Scientific Concepts; Environmental Education; Student Attitudes; Learning Processes; Reflection; Diaries; Laboratory Experiments; Student Evaluation; Thinking Skills; Worksheets; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Schülerverhalten; Learning process; Lernprozess; Diary; Tagebuch; Laboratory work; Laborarbeit; Schulnote; Studentische Bewertung; Denkfähigkeit; Indonesien
Abstract	Students difficulty in relating chemistry concepts to everyday life leads to their inability to explore and developed skills needed, especially critical thinking. Therefore, this study aimed to develop students' critical thinking skills by integrating socio-critical and problem-oriented approaches to chemistry learning with environmental issues in Indonesia context need to be discussed by students. This study involved 36 grade 11 chemistry students from a high school in Jakarta, Indonesia. The qualitative methodology was employed to analyze students critical thinking development in all learning processes through multiple data collection of students interviews, reflective journals, classroom observations, worksheets, and researcher's notes. Learning was carried out in five stages: textual approach and problem analysis, clarifying the chemistry background in a lab environment, resuming the socio-scientific dimension, discussing and evaluating different points of view, and meta-reflection. While the critical thinking skills was assessed through five indicators developed by SCIT 1020: problem identification, conceptual understanding, finding relationships between concepts, developing assumptions, and drawing conclusions. The results illustrate an improvement in students' critical thinking skills, motivation, and involvement in the learning process, providing support for using a socio-critical and problem-oriented approach to chemistry learning. The socio-critical and problem-oriented can be used as an alternative approach to chemistry learning or other applicable and contextual subjects to increase student activity in the classroom and critical thinking skills in the learning process. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01