Other literature has discussed the logical relationship between cognit translation - Other literature has discussed the logical relationship between cognit Indonesian how to say

Other literature has discussed the

Other literature has discussed the logical relationship between cognitive development and
integrated science processes. Wood (1974) presented a Piaget-process matrix which focused on
the need to consider the cognitive development of learners when planning a science program to
teach process skdls. Wood’s particular emphasis was on the obvious direct links between formal
thought and integrated processes such as identifying and controlling variables, and hypothesizing.
Good (1977) raised doubts about the suitability of integrated process skills for students in
grades 5 and 6. He noted that current research on cognitive development suggested that ten and
eleven year old students would have difficulty in controlling variables, interpreting data and
constructing generalizations. On the one hand, therefore, cognitive limitations may prevent
students from learning integrated science process skills. On the other hand, exposure to a
systematic science program whtch emphasizes integrated science processes may promote cognitive
development.

However, despite the lack of additional
objectives that set out to progressively develop students’ inquiry understandings and
skills, upper elementary students are expected to “carry out experiments and explain their
results, plan experiments and control the variables, state expectations of what will happen
in an experiment or in nature and compare them with the actual results” (p. 467). At the
intermediate and secondary levels, there is a reversion to emphasizing decontextualized basic
and integrated science process skills (e.g., observing, representing and analyzing data,
drawing conclusions) in the rigid framework of (a noncritical adoption of) “The Scientific
Method.”
inquiry and constructivist teaching
approaches seem to share many educational objectives, such as emphasizing student construction
of concepts and the relationship between student acquisition of concepts and the
concepts’ development in the history of science.

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Other literature has discussed the logical relationship between cognitive development andintegrated science processes. Wood (1974) presented a Piaget-process matrix which focused onthe need to consider the cognitive development of learners when planning a science program toteach process skdls. Wood’s particular emphasis was on the obvious direct links between formalthought and integrated processes such as identifying and controlling variables, and hypothesizing.Good (1977) raised doubts about the suitability of integrated process skills for students ingrades 5 and 6. He noted that current research on cognitive development suggested that ten andeleven year old students would have difficulty in controlling variables, interpreting data andconstructing generalizations. On the one hand, therefore, cognitive limitations may preventstudents from learning integrated science process skills. On the other hand, exposure to asystematic science program whtch emphasizes integrated science processes may promote cognitivedevelopment.However, despite the lack of additionalobjectives that set out to progressively develop students’ inquiry understandings andskills, upper elementary students are expected to “carry out experiments and explain theirresults, plan experiments and control the variables, state expectations of what will happenin an experiment or in nature and compare them with the actual results” (p. 467). At theintermediate and secondary levels, there is a reversion to emphasizing decontextualized basicand integrated science process skills (e.g., observing, representing and analyzing data,drawing conclusions) in the rigid framework of (a noncritical adoption of) “The ScientificMethod.”inquiry and constructivist teachingapproaches seem to share many educational objectives, such as emphasizing student constructionof concepts and the relationship between student acquisition of concepts and theconcepts’ development in the history of science.
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Literatur lain telah membahas hubungan logis antara perkembangan kognitif dan
proses sains terpadu. Kayu (1974) disajikan matriks Piaget-proses yang difokuskan pada
kebutuhan untuk mempertimbangkan perkembangan kognitif peserta didik ketika merencanakan program ilmu pengetahuan untuk
mengajar skdls proses. Penekanan khusus kayu adalah pada hubungan langsung yang jelas antara resmi
pemikiran dan proses terintegrasi seperti mengidentifikasi dan mengendalikan variabel, dan hipotesa.
Baik (1977) menimbulkan keraguan tentang kesesuaian keterampilan proses terpadu untuk siswa di
kelas 5 dan 6. Dia mencatat bahwa saat ini penelitian tentang perkembangan kognitif menyarankan bahwa sepuluh dan
mahasiswa berusia sebelas tahun akan mengalami kesulitan dalam mengendalikan variabel, menafsirkan data dan
membangun generalisasi. Di satu sisi, oleh karena itu, keterbatasan kognitif dapat mencegah
siswa dari belajar keterampilan proses sains yang terintegrasi. Di sisi lain, paparan
program sains sistematis whtch menekankan proses sains terpadu dapat mempromosikan kognitif
pembangunan. Namun, meskipun kurangnya tambahan tujuan yang ditetapkan untuk semakin mengembangkan pemahaman penyelidikan siswa dan keterampilan, siswa SD atas diharapkan "membawa percobaan dan menjelaskan mereka hasil, percobaan rencana dan mengendalikan variabel, harapan keadaan apa yang akan terjadi dalam percobaan atau di alam dan membandingkannya dengan hasil yang sebenarnya "(hlm. 467). Pada tingkat menengah dan menengah, ada pembalikan ke menekankan dasar decontextualized keterampilan proses sains dan terpadu (misalnya, mengamati, mewakili dan menganalisis data, menarik kesimpulan) dalam rangka kaku (adopsi noncritical dari) "The Scientific Method." penyelidikan dan pengajaran konstruktivis pendekatan tampaknya berbagi banyak tujuan pendidikan, seperti menekankan pembangunan mahasiswa dari konsep dan hubungan antara akuisisi mahasiswa konsep dan pengembangan konsep 'dalam sejarah ilmu pengetahuan.















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