Teachers’ Perception Regarding Integrated Science Learning and Science Literacy
Bibin Rubini, Didit Ardianto, Indarini Dwi Pursitasari
Available Online April 2019.
- https://doi.org/10.2991/aes-18.2019.82How to use a DOI?
- integrated science learning; science literacy
- This article aims to describe the perception of science teachers regarding integrated science learning and science literacy. This survey involved 60 science teachers from the two districts at West Java. Educational qualifications of the teachers involved in this program were undergraduate physics, chemistry, and biology education. In addition, they already have at least 5 years of experience teaching in class. The procedure for collecting data in this development program was carried out through teacher interviews and questionnaire filling. This study shows that teachers did not belief to teach integrated science learning because non-linear scientific background, a lack of mastery of science concept and the availability of integrated science teaching materials is very limited. Furthermore, majority of teachers argue that scientific literacy is the ability of students to search for various sources of science concepts. Therefore, program professional development of science teachers was needed, especially developing competencies of science teachers to teach integrated science in classrooms, strengthening a mastery of scientific disciplines, strengthening the concept of scientific literacy and providing it to students.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Bibin Rubini AU - Didit Ardianto AU - Indarini Dwi Pursitasari PY - 2019/04 DA - 2019/04 TI - Teachers’ Perception Regarding Integrated Science Learning and Science Literacy BT - 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 364 EP - 366 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.82 DO - https://doi.org/10.2991/aes-18.2019.82 ID - Rubini2019/04 ER -