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At Global Jaya School, we believe that “science inquiries are valuable teaching and learning experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations. The science component of the PYP should be characterized by concepts and skills rather than by content.” (1)

“The scientific approach is believed to be the golden mark of the development and development of students' attitudes, knowledge and skills. In an approach or work process that meets scientific criteria, scientists prioritize inductive reasoning (inductive reasoning) which views specific phenomena or situations and then draws conclusions as a whole. The scientific method refers to investigative techniques for a phenomenon / symptom, acquiring new knowledge, or correcting and integrating prior knowledge.” (2)

“In the PYP classroom, the teacher facilitates the process of students becoming initiators rather than followers by asking carefully thought out, open-ended questions, and by encouraging students to ask questions of each other as well as of the teacher. The teacher must also model and value inquiry. “(1)

“Teachers can use the eight key concepts and related questions to guide their own inquiry. By engaging in inquiry themselves, teachers will not only achieve a deeper understanding of the scientific issues involved, but will also be a model for their students by assuming the role of “teacher as learner”.” (1)

RESOURCES

1. Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi - Program Peningkatan Kompetensi Pembelajaran Berbasis Zonasi – Direktorat Jenderal Guru dan Tenaga Kependidikan – Kementerian Pendidikan dan Kebudayaan – 2018

Amanat Kurikulum 2013 melalui Pendekatan Saintifik – halaman 17

2. Primary Years Programme Science Scope and Sequence.  © International Baccalaureate Organization 2008. July 2018

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Teachers can use the eight key concepts and related questions to guide their own inquiry. By engaging in inquiry themselves, teachers will not only achieve a deeper understanding of the scientific issues involved, but will also be a model for their students by assuming the role of “teacher as learner”.

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Pendekatan saintifik diyakini sebagai titian emas perkembangan dan pengembangan sikap, pengetahuan, dan keterampilan peserta didik. Dalam pendekatan atau proses kerja yang memenuhi kriteria ilmiah, para ilmuwan lebih mengedepankan penalaran induktif (inductive reasoning) yang memandang fenomena atau situasi spesifik untuk kemudian menarik simpulan secara keseluruhan. Metode ilmiah merujuk pada teknik-teknik investigasi atas suatu fenomena/gejala, memperoleh pengetahuan baru, atau mengoreksi dan memadukan pengetahuan sebelumnya.

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It is worthwhile to note that spontaneous, student-initiated science inquiries will occur that are not directly related to any planned units of inquiry. These are valuable teaching and learning experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations. The science component of the PYP should be characterized by concepts and skills rather than by content.

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In the PYP classroom, the teacher facilitates the process of students becoming initiators rather than followers by asking carefully thought out, open-ended questions, and by encouraging students to ask questions of each other as well as of the teacher. The teacher must also model and value inquiry.

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Sample from other school