Prodi Pendidikan IPA (International Program on Science Education), Universitas Pendidikan Indonesia
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Pre-service Science Teachers' Conceptual Understanding of Integrated Science Subject: A Case Study

Research Paper
14
Nov

Pre-service Science Teachers’ Conceptual Understanding of Integrated Science Subject: A Case Study

N Winarno, A Widodo, D Rusdiana, D Rochintaniawati and R M A Afifah

The integrated science curriculum has been implemented in Indonesia since 2013. The purpose of this study is to investigate pre-service science teachers’ conceptual understanding of integrated science subject. This research is a case study. Data were analyzed descriptively. The sample used in this research is 44 pre-service science teachers from one of the universities in Indonesia. Samples are taken from 2 classes in science education majors who have never taken an integrated science subject. The result of this research is the initial conceptual understanding of pre-service science teachers on five topics: simple machines, energy, respiratory system, sound, and global warming are still low and not as expected. This is because most pre-service science teachers still tend to answer a question based on within single disciplines. They have not shown the ability to answer questions by connecting from different disciplines (interdisciplinary). Pre-service science teachers still have misconceptions on the global warming topic. The results can show how the initial mindset of pre-service science teachers in integrated science, so that lecturers can prepare learning strategies or literature sources to teach integrated science subject at the university level.

The article can be accessed through this link https://iopscience.iop.org/article/10.1088/1742-6596/1204/1/012104/meta

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