When we talk about education, we feel that we are
talking about a complex problem and very spacious. Ranging from students,
educators / teachers, educational management, curriculum, facilities, teaching
and learning, and so forth. One of the problems faced by many in our education
is the weak quality of the learning process implemented at the school teachers.
In the process of learning in the classroom is only directed to the child's
ability to memorize information; a child's brain is forced to recall and hoard
information without being required to understand the information he remembered
it to connect with everyday life. As a result, many learners when he graduated
from school, theoretically they are smart, but they are poor application.
For more than a decade, reports from expert
panels have called for improvements in science education. There is general
agreement that science courses consisting of traditional lectures and cookbook
laboratory exercises need to be changed. What is required instead is
"scientific teaching," teaching that mirrors science at its
best-experimental, rigorous, and based on evidence. This Policy Forum explores
the reasons for the slow pace of change in the way science is taught at research
universities and offers recommendations for faculty, staff, and administrators
at research universities, funding agencies, and professional organizations in
order to accelerate the reform of science education. To help faculty initiate
change in their own classrooms, this forum includes extensive resources to
guide the transition to tested, effective instructional methods, which include
group-learning in lectures, inquiry-based laboratories, and interactive
computer modules.
According to the Scientific Policy Forum magazine
published in America in 2004 as. states that scientific learning include active
student learning strategies that integrate students into the process of
thinking and the use of scientifically proven method that can distinguish the varying
abilities of students. The application of scientific methods to help teachers
identify students' different abilities. In the next publication in 2007 stated
that the application of the scientific approach to learning must meet three
main principles; that is:
Active student learning, in this case
include inquiry-based learning or research-based learning, cooperative learning
or group learning, and student-centered learning.
Assessment means that the measurement of
students' progress compared with the target of achieving the learning
objectives.
Diversity implies that the scientific approach to
develop diversity approach. This approach brings consequences unique student,
group of students is unique, including the uniqueness of competence, materials,
instructors, approaches and methods of teaching, as well as the context.
ADS HERE !!!