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- Student Attitudes, Student Anxieties, and

Teaching Science Process Skills by Using the 5- How to Address Them: Constructing

teaching

Stage Learning Cycle in Junior High School H Kastrup and J V Mallow

Process of Inquiry based Learning to

To cite this article: E S Safaah et al 2017 J. Phys.: Conf. Ser. 895 012106 Improve Science Process Skills of Junior

High School Students in Growth and

Development Concept

D Mayasari

View the article online for updates and enhancements. Preservice Biology Teacher in General

Biology Course

R Susanti, Y Anwar and Ermayanti

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

Cycle in Junior High School

1

Program Studi Pendidikan Fisika, Sekolah Pascasarjana, Universitas Pendidikan

Indonesia, Jl. Dr.Setiabudi No. 229, Bandung 40154, Indonesia

2

Program Studi Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl.

Dr.Setiabudi No. 229, Bandung 40154, Indonesia

3

Madrasah Tsanawiyah Negeri 1 Sumedang

*

evasitisafaah@student.upi.edu

Abstract. Science process skills are a set of skills used in scientific activities. Students with

science process skills are actively involved in learning. Opportunities to be actively involved in

learning can be obtained by students if the learning stage is designed in such a way. This article

is about a lesson that is expected to teach students' science process skills and can help build

their understanding of the concept of buoyant force. This learning can be carried out for

students at the junior high school level. This learning process uses the 5-stage learning cycle

consisting of observation, manipulation, generalization, verification, and application phase.

Each activity is expected to facilitates students to develop science process skills such as

observing, inferring, predicting, asking questions, constructing hypotheses , designing

experiments, applying concepts, and communicating.

1. Introduction

The nature of science education involves students in scientific investigation. Scientific investigation

includes the way thinking, attitude, and steps scientific activities to obtain products and knowledge of

science. Students should be able to integrate between skills, knowledge and attitudes, to develop

knowledge of conceptual understanding better [1]. One of the most important basic skills in scientific

inquiry is the skill of the science process. Scientific process skills are a set of skills used in conducting

scientific activities, producing and using scientific information, and problem solving [2].

Such skills can be a character in student’s self if they have the opportunity to do so in either

learning or laboratory activities. The opportunity can be given to students if the learning environment

is arranged in such a way that they can engage in science activities to improve their science process

skills [3]. Therefore, in a learning’s plan teacher plays an important role in choosing an approach that

can give students the opportunity to use these skills as widely as possible. So far, the results of the

study of education practitioners are still lacking in incorporating lesson plans. The buoyant force

learning plan by using this 5-stage learning cycle is structured in such a way that it can facilitate

students to develop their science process skills.

Science process skills are process thinking skills using scientific processes and approaches [4].

Scientific process skills are very important for every individual, because they are almost always used

in everyday life [5]. In science learning there are two groups of process skills, namely basic science

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution

of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

Published under licence by IOP Publishing Ltd 1

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

process skills include observing, classifying, inferring, measuring, communicating, and predicting,

while integrated process skills include identifying variables, constructing hypotheses, tabulating and

graphing data, defining variables, designing investigations, and experimenting [4]. In this article the

skills of the process of science include the skills of observing, inferring, predicting, asking questions,

constructing hypotheses, designing experiments, applying concepts, and communicating [6].

These skills can be assessed through the tests. The skills indicators on the test include: (a)

observing: taking into account the properties of objects and events using the five senses, or a

description of what is perceived; (b) provides an explanation of a particular object or event; (c)

predicting: forecasting future events based on past observations or patterns of data formed; (d) asking

question: requesting an explanation of a phenomenon; (e) hypothesizing: expressing suspected interim

answers from observations or conclusions but ultimately subject to direct testing or by one or more

experiments; (f) designing experiments: determine the tool or material of inquiry, investigation steps,

and variables to be observed in the investigation; (g) applying concept: using a pre-built concept to

describe an event in a new situation; and (h) communicating: using words, symbols, or graphs to

describe an object, action or event [6].

This learning uses the 5-stage learning cycle of the Wenning version as an approach to buoyant force

learning [7]. Five stages of the learning cycle include observation, manipulation, generalization,

verification and application. In the five stages of this learning cycle, students play an active role in

conducting learning activities.

Here are the general learning activities in the five stages of the learning cycle: Observation -

Students observe interesting phenomena and are able to engage interest and elicit their responses.

Students explain in detail what they see, do analogies and provide other examples based on the

phenomenon. While the teacher makes the right questions for observation activities. Manipulation -

Students propose ideas of investigations and develop approaches that can be used to study the

phenomenon. After a discussion, they make plans to collect qualitative and quantitative data and then

implement the plan. Generalization - Students build a new principle or law based on the results

obtained in advance and provide a plausible explanation of the phenomenon. Verification - Students

make predictions and test it using common law from the previous stage. Application - Students make

conclusions and then apply to new situations [7].

In this buoyant force lesson plan, the five stages of the learning cycle are integrated into the

learning and are designed in such a way as to enable students to use their science process skills. Here

are the learning steps:

3.1. Observation

The series of activities at the observation stage, is expected to train students' skills in observing,

inferring, predicting, and asking questions. First, the teacher prepares some objects that can float or

sink in water, such as plastic balls, pieces of wood, metal spoons, and others. Students are given the

opportunity to use their senses maximally in observing activities, such as putting objects into

aquariums of water, weighing objects immersed in water, or pressing floating objects into water and

feeling the presence of buoyancy. Then the students are assigned to write their observations on the

board. Examples of observations: ‘there are submerged objects and those floating in water’, ‘Objects

that can sink more lightly after being put in water’, ‘floating objects are difficult to drown’, ’there is a

reaction force when the ball is pressed into the water’, and others.

After that, the teacher assigns students to inferr the results of his observations. If necessary, the

teacher can guide the student through referral questions until the student can conclude that any object

immersed in the liquid will experience a buoyant force which is directed upstream of the liquid

surface. Then, students are assigned to predict the existence of buoyant force on other objects if

immersed in water. If students make observations and interpretations correctly, students should be able

to predict that either in objects of mass or small mass, if they are in liquid they will experience

buoyancy, whether they can float or sink in liquids. The teacher then encourages students to ask

research questions. The questions should not be limited, students are given the widest opportunity to

2

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

practice their ability to ask questions. Of the many questions asked, teachers and students choose one

of the questions to be investigated in an experiment, for example: ‘why the ship can float in the sea?’,

‘How is the relationship between the volume of objects with buoyant force?’. At this stage the student

should be aware of the quality of the inquiry question.

3.2. Manipulation

At the stage of manipulation, students are given the opportunity to formulate research hypotheses.

Students should be aware of the relevance of the hypothesis with the experimental design to be carried

out next. In designing the experiment, students are given the opportunity to determine the tools and

materials used. If this is not possible, then the teacher can provide tools and materials that are easily

obtained in the environment. In this lesson plan with the theme of this buoyancy force, the tools that

can be used to investigate the relation of the volume of objects to the buoyant force are the soda cans

that can sink in the water and the spring balance [8]. Although the cans do not resemble perfect

cylinders, however, we can determine the volume of cans based on the volume of soda in them.

Students can determine the experimental steps that will be done by writing it systematically. For

example, the first student observe the volume of beverages listed on the can and are considered to be

the same as the can volume, for example, the volume of the can is 330 ml. Then student signs the

volume on the outside of the soda can, for a quarter, a half and three quarters of a part using a marker

as in Figure 1.

Figure 1. The soda cans that have been marked with volume

boundaries to be immersed in water

Figure 1 shows that the mark on the can is made to provide a limit of the volume of the can to be

immersed in water. The lowest mark indicates the volume of a quarter of a can, the middle mark

showing the half-tin volume, and the topmost sign showing the volume of three quarters of a can.

Then the students measure the weight of the cans using the spring balance and get the weight of the

object before dyeing 3.6 N (wa) and then record the observations in a table. The next step students

record the weight of the tin cans when dipped one quarter, half, three quarters, and all the parts into the

aquarium containing the water as in Figure 2.

3

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

volume of a dipped can

Figure 2 shows that by changing the volume of cans dipped in water, students can collect apparent

weight data of cans. Based on the data of apparent weight cans, students can find that there is a weight

difference before (wa ) and after dipped into water (wf ). The weight difference is a buoyant force (Fb ).

Thus students can create buoyant force formula that is Fb = wa -wf . Examples of observation table can

be observed in Table 1.

Volume Volume Apparent Buoyant

submerged submerged weight can Force

(can) (L) (N) (N)

0 0 3,6 0

¼ part 0,08 2,3 0,9

½ part 0,16 1,6 1,8

¾ part 0,24 0,8 2,7

all part 0,33 0 3,6

From the data collected as shown in Table 1, students practice communicating the results of their

experiments by changing the form of presentation from the table into Graph. Examples of graphs

based on data in Table 1 can be observed in Figure 3.

4

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

Figure 3. Graph of the relationship between buoyant force (Fb ) and the objects volume submerged

in water (V)

Figure 3 shows that the relationship between buoyant force and the volume of a submerged can

form a linear equation. The results of this experiment are then used as materials to construct

knowledge at the generalization stage.

3.3. Generalization

In the generalization stage, students build their understanding of the concept of buoyant force based on

the experimental results. Experimental results show that the buoyant force is directly proportional to

the volume of objects submerged in water ( 𝑭𝒃 ∝ 𝑽).

3.4. Verification

In the verification stage, the teacher assisted students determine the relation of buoyant force to the

volume of submerged objects using the concept of hydrostatic pressure difference at different depths.

The diagram of forces acting on a floating object can be observed in Figure 4.

5

International Conference on Mathematics and Science Education (ICMScE) IOP Publishing

IOP Conf. Series: Journal of Physics: Conf. Series 1234567890

895 (2017) 012106 doi:10.1088/1742-6596/895/1/012106

Figure 4 shows a force diagram on a cylinder floating in a fluid. A cylinder with an elevation h

whose upper and lower edges have an area A and are immersed entirely in a fluid with a density of ρf .

The fluid gives pressure P1 = ρf g h 1 on the top surface of the cylinder. The force caused by the

pressure at the top of this cylinder is F1 = P1 A = ρf g h 1 A, and heading down. In the same way, the

liquid gives the upward force at the bottom of the cylinder equal to F2 = P2 A = ρf g h 2 A. The total

force caused by the pressure of the liquid, which is the buoyant force (Fb ) works upwards, the equation

is :

𝑭𝒃 = 𝐹2 − 𝐹1

𝑭𝒃 = 𝜌𝑓 𝑔 𝐴 (ℎ 2 − ℎ1 )

𝑭𝒃 = 𝜌𝑓 𝑔 𝐴 ℎ

𝑭𝒃 = 𝝆𝒇 𝒈 𝑽

Thus, the relationship between buoyant forces proportional to the volume of objects immersed in

the experimental activity can be verified through the equation.

3.5. Application

At the application stage, students are challenged to apply previously constructed concepts to new

situations. For example, the teacher assigns students to make a plasticine boat design to accommodate

marbles in large quantities. Students can design the project systematically and clearly. With prior

knowledge built about the buoyant force, students should be able to explain the reasons for choosing

the design of the plasticine boats they make.

4. Conclusion

Based on the literature review conducted by the author, this buoyant force lesson by using 5-stage

learning cycle needs to be applied in learning and laboratory activities. This is done to get a picture of

whether the learning can provide students with opportunities to use their science process skills.

References

[1] Zeidan A H and Jayosi M R 2015 Science Process Skills and Attitudes toward Science among

Palestinian Scondary School Students World Journal of Education 5 (1)

[2] Aktamis H and Ergin O 2008 The Effect of Scientifict Process Skills Education on Student’s

Scientifict Creativity, Science Attitudes, and Academic Achievements Asia-Pacific Forum on

Science Learning and Teaching 9 (1)

[3] Akben N 2015 Improving Science Process Skills in Science and Technology Course Activities

Using the Inquiry Method Education and Science (40) 179 111-132

[4] Rezba R J, Sprague C & Fiel R 2002 Learning and Assessing; Scince Process Skills (Iowa:

Kendall/Hunt Publishing Company)

[5] Hirca N 2013 The Influence of Hands on Physics Experiments on Scientific Process Skills

According to Prospective Teachers’ Experiences European Journal of Physics Education 4 (1)

[6] Rustaman N 2009 Pengembangan Butir Soal Keterampilan Proses Sains (Bandung: FPMIPA

UPI)

[7] Wenning C J 2011 The Levels of Inquiry Model of Science Teaching Journal of Physics

Teacher Education Online 6 (2)

[8] Nelson J and Nelson J B 2015 Buoyancy Can-Can The Physics Teacher 53

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