Using a Cognitive Style-Based Learning Strategy to Improve Students' Environmental Knowledge and Scientific Literacy

Autor/inn/en	Sholahuddin, Arif; Susilowati, Eko; Prahani, Binar Kurnia; Erman, Erman
Titel	Using a Cognitive Style-Based Learning Strategy to Improve Students' Environmental Knowledge and Scientific Literacy
Quelle	In: International Journal of Instruction, 14 (2021) 4, S.791-808 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Cognitive Style; Scientific Literacy; Junior High School Students; Environmental Education; Foreign Countries; Teaching Methods; Learning Strategies; Pretests Posttests; Scaffolding (Teaching Technique); Thinking Skills; Learning Processes; Pollution; Indonesia + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Umweltbildung; Umwelterziehung; Umweltpädagogik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Denkfähigkeit; Learning process; Lernprozess; Schadstoffbelastung; Indonesien
Abstract	Scientific literacy is the ability to explain phenomena and solve problems using scientific knowledge. Despite being an important factor in the scientific and technological advancement of society, students worldwide struggle to attain the skills necessary to demonstrate competency in scientific literacy. This study examines the capacity for a cognitive style-based learning strategy (CSBLS) to improving students' environmental knowledge and scientific literacy. 55 students from two Indonesian state junior high schools (SMPN) participated in the research; 30 students from SMPN 6, Banjarmasin and 25 students from SMPN 21, Banjarmasin. The CSBLS was applied during six classroom meetings over a three week period using a group pre-test and post-test on the topic of environmental pollution. The study concluded that the CSBLS was able to improve students' environmental knowledge and scientific literacy. In addition, the learning strategy supported students different cognitive styles (Field Independent/FI and Field Dependent/FD, although scaffolding was still needed for tasks that required more complex thinking such as scientific literacy, particularly for FD. This research indicates that a CSBLS has the potential to improve students' environmental knowledge and scientific literacy throughout the learning process. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01