Scaffolding Strategies to Increase Children Science Interest
Aulia Annisa, Panggung Sutapa
Available Online April 2019.
- https://doi.org/10.2991/icsie-18.2019.50How to use a DOI?
- scaffolding, science interests, early childhood
- Basically, children like all things related to the experiment, exploration, and experience that is manifested in the child's interest in science. In supporting and promoting the interests of science in children, teachers and parents are the main facilitator of the most children need. But, the teacher considers the practice of science in learning as something complicated, boring, costly, and require a long time. It effects too much misunderstanding in the practice of children science learning. Finally, the teacher only using classical methods in the teaching of science to the children such as drawing, coloring, or mix colors. Therefore, the aim of this study is to determine the effectiveness of the scaffolding as a strategy to increase children's interest in science. This study uses quantitative methods were performed on 15 children and 8 teachers kindergarten class B in Yogyakarta. The data is obtained by using observations of teachers in introducing the strategy of science to the children. This study used pre-test and posttest that will analyzed by using quantitative descriptive. The results of this study showed that the scaffolding effectively improve children's interest in science of 41.6%. Scaffolding is done in the form of strategy such as making authentic connections, providing new exposure, motivating children to be responsible, and supervise children. However, all the scaffolding must be used continuously to keep the child's interest in science until the child has the initiative way to solve their problem without the others.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Aulia Annisa AU - Panggung Sutapa PY - 2019/04 DA - 2019/04 TI - Scaffolding Strategies to Increase Children Science Interest BT - Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018) PB - Atlantis Press SP - 279 EP - 284 SN - 2352-5398 UR - https://doi.org/10.2991/icsie-18.2019.50 DO - https://doi.org/10.2991/icsie-18.2019.50 ID - Annisa2019/04 ER -