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Contributions of Cultural Elements of Modern Science, Scientific Thinking Skills,Scientific Thinking Habits, to the Culture of Indigenous Science

机译:现代科学文化要素,科学思维能力,科学思维习惯对本土科学文化的贡献

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This study aims to assess the modern science culture from the scientific thinking skills, habits of thinking sciences and its contributions to the culture of indigenous among high school students of West Sumatra. The analysis was done by descriptive data and inference analysis by using one-way univariat test and linear regression analysis. The results showed that the scientific thinking skills students are at high stage and the habit of scientific thinking of them are at high stage too. The analysis of one-way univariat test showed there is no significant difference on the confidence level of 95% (F 2, 448 = 0.354, p = 0.702) in terms of the scientific thinking skills among high school students based on location of residence, and there is no significant difference on the 95% confidence level (F 2, 448 = 1,116, p = 0.328) in term of the scientifically thinking habit among high school students based on location of residence. The linear regression analysis showed that both independent variable those are culture of modern science variable of students from their scientifically thinking skills and habits, both variables give significant influence on the indigenous science culture about 3.7%. The high variable that contribute to the culture of indigenous science that is the ability to scientifically thinking skills 3.0% and the habits of scientifically thinking 0.7%. The implications of this research are necessary coaching and developing the modern scientific thinking in the high-school student?s level through qualified learning science. Therefore, providing the facilities of learning and improving the quality of teachers should receive high attention.
机译:这项研究旨在从科学思维能力,思维科学习惯及其对西苏门答腊高中学生对土著文化的贡献来评估现代科学文化。通过描述性数据进行分析,并通过单向单变量检验和线性回归分析进行推断分析。结果表明,学生的科学思维能力处于较高的阶段,他们的科学思维习惯也处于较高的阶段。单向单变量检验的分析表明,根据居住地点,高中生的科学思维能力在95%的置信度上无显着差异(F 2,448 = 0.354,p = 0.702),在高中生基于居住地的科学思维习惯方面,95%的置信水平(F 2,448 = 1,116,p = 0.328)没有显着差异。线性回归分析表明,从学生的科学思维能力和习惯来看,这两个自变量都是现代科学文化的变量,这两个变量对本土科学文化的影响约为3.7%。促成本土科学文化的高变数是科学思维技能的能力为3.0%,科学思维习惯为0.7%。这项研究的意义在于通过合格的学习科学在高中生水平上指导和发展现代科学思维是必要的。因此,提供学习设施和提高教师素质应受到高度重视。

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