Enhancing Science Student Teachers’ Understanding of Scientific Concept in Topic of “Lunar Phenomena” Using Model-Based Learning with Socratic Method

Abstract

Enhancing Science Student Teachers’ Understanding of Scientific Concept in Topic of “Lunar Phenomena” Using Model-Based Learning with Socratic Method

This action research aimed to enhancing 60 science student teachers’ understanding of scientific concepts in topic of “Lunar Phenomena” using model-based learning with Socratic method, and surveying students’ opinions about model-based learning with Socratic method. The research instruments were lesson plans, scientific concept test, student journal entries, and informal interview logs. The quantitative data were analyzed using finding frequency and percentage. For analyzing quantitative data, content analysis was used.

The findings were that most students developed their complete understanding (48.52%) and partial understanding (38.70%) of scientific conception more than before learning with model-based learning with Socratic method. Moreover, students decreased their partial understanding with specific misconception (11.67%) and specific misconception (1.11%). After learning with model-based learning with Socratic method, none of student also had no understanding of the concepts. For students’ opinions about model-based learning with Socratic method, hands-on activities and astronomy materials were factors that could enhance students’ understanding of scientific concepts in the topic of “Lunar Phenomena”.