SAINS UNTUK ANAK: HAKIKAT PEMBELAJARAN SAINS UNTUK SEKOLAH DASAR

Abstract

Up to now, science educators are still confronted with· students
who are
unmotivated to learn science. They are generally unwilling to learn science for
conceptualunderstanding. They rely
on less appropriate learning strategies such as
distorting scientific knowledge to fit their existing knowledge, mindlessly
answering questions, copying answers from others, or not completing their work.
They also spend time and effort focusing·
on less important learning.outcomes, .such
as memorizing science vocabulary or factual.information, rather than achieving
scientific understanding. On the other hand,
it is believed that motivation is an
important factor in the process of student learning for· conceptual understanding.
This is
a· sufficient reason for science educators to consider the .importance of
science teaching strategies to increase students' motivation in the process of
student learning. In addition, they need to develop, refine, and reform the process
of teaching
and learning science itself. There are at least· three strategies they can
use to increase students' motivation to learn science for conceptual understanding:
1) using immediate students' environment as learning· sources; 2) selecting
instruction materials related to students' existing knowledge;
3) relating instruction
materials to students' daily life needs. Finally, science educators have
to be aware
of the importance of affective aspects and students' motivation to learn. They have
to decide
how to conduct instruction that can help students learn in meaningful
ways, including understanding of why, where,
and what for students learn science