The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

Autor/inn/en	Sinaga, Parlindungan; Suhandi, Andi; Liliasari
Titel	The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials
Quelle	In: International Journal of Instruction, 8 (2015) 1, S.19-34 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Instructional Materials; Physics; Scaffolding (Teaching Technique); Textbook Preparation; Textbooks; Writing Skills; Preservice Teachers; Writing Instruction; Effect Size; Statistical Analysis; Science Instruction; Instructional Effectiveness; Control Groups; Experimental Groups; Comparative Analysis; Scientific Concepts; Secondary School Students; Secondary School Science; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Physik; Lehrbucharbeit; Textbook; Text book; Schulbuch; Lehrbuch; Writing skill; Schreibfertigkeit; Schreibunterricht; Statistische Analyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Sekundarschüler; Indonesien
Abstract	Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for pre-service teachers through learning to write activity approach. The treatment effectiveness was determined by considering the effect size and normalized gain percentage, while the hypothesis was tested using "the Kruskal-Wallis test". The research results showed that scaffolding between the stages of planning and translating plans into text was effective in improving pre-service physics teachers' ability of writing physics teaching materials and was similarly effective in improving their conceptual understanding of the topics of electromagnetism, waves, and optics. Learning to write activity implemented in the course of physics with selected topics was effective in improving the ability of pre-service teachers in translating among different modes of representation and making multiple concept representations. The hypothesis test demonstrated that there was a significant difference in the abilities of writing teaching materials and conceptual understanding between experimental and control classes. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01