TEACHER AND STUDENT DIALOGUE
One morning all the students were waiting for his desert
in the classroom. That
morning they will study chemistry with materials on basic laws of chemistry. Not
long after they waited, his teacher entered the classroom and began to study.
Teacher : "Assalamualaikum student."
Students : "Waalaikumsalam miss."
Teacher : "Well today we will learn
about the basic laws of chemistry."
Student 1 : "Yes miss."
Teacher : "The law of conservation of the masses in sparked
by Lavoisier. He
concludes that "If a chemical reaction is carried out in a confined space
so that no substances are lost, the mass of the substances before the reaction
and after the reaction is not reduced or does not increase." Is there any
question? "
Student 2 : "Mis, I want to ask what is the difference from the
law of conservation of energy and the law of conservation of the masses?"
Teacher : "The good question, The law of conservation of
energy is the amount of energy from a closed system that does not change and
will remain the same. It can not
be created or destroyed; But
it can change from one form of energy to another. Thus,
the difference from the law of conservation of mass and the law of energy
kekealan namely mass conservation law discusses about the mass ofb a substance
whereas energy conservation law discusses the energy generated from a
substance. Does
anyone still want to ask? "
Student 3 : "Miss I want to ask what is the example of the law
of conservation of the masses?"
Teacher : "In a closed tube weighed 32 grams of sulfur and
63.5 grams of copper. Once
mixed and then heated in a closed tube and the reaction goes perfect then a new
substance, namely copper (II) sulphide. Then the reaction
(written on the board).
It turns out that the mass of the new substance is equal to the total mass of the substances before the reaction. Is there still something to ask? "
Students : "No miss."
Teacher : "If no longer want to be asked then the mother
will continue the explanation of comparative law remains. The
legal sound of fixed comparison is "In a compound, the mass ratio of the
constituent elements is always fixed." This law was triggered by Proust. Are there any questions?"
Student 4 : "Miss I want to ask, what is the example of the
fixed comparison law?"
Teacher : " Okay please pay
attention to this experiment data.
In an experiment of 1 gram of hydrogen mixed with 8 grams
of oxygen the result is 9 grams of water. And
it turns out 8 grams of oxygen can only react with 1 gram of hydrogen alone. Have you done anything yet?
Students : "It's miss."
Teacher : "Okay then we end our meeting today. Do
not forget to do exercise on page 321. Thank you for attention,
Wassalamualaikum wr.wb.
Students : "Waalaikumusalamwarahmatullahiwabarakatuh.”
5
SCIENTIFIC APPROACH
The first activity in the
scientific approach is the observing step (observing). Students observe the object
to be studied. Learning
activities are reading, listening, listening, seeing (without or with tools). Competence
developed is to train sincerity, thoroughness, seek information. In
this case the teacher presents learning tools in the form of learning media. In
observing activity, the teacher presents a video, image, miniature, impression,
or original object. Students
can be invited to explore about the object to be studied.
The second step in the scientific
approach is questioning. The
learning activity is to ask questions about information that is not understood
from what is observed or questions to get additional information about what is
observed (starting from the factual question down to the hypothetical
question).
The third step in the
scientific approach is associating (reasoning / processing information). The
learning activity is firstly, the process of collecting information is either
limited from the results of collecting / experimenting activities as well as
the results of observing activities and gathering information activities; Secondly,
the processing of information collected from that is to increase the breadth
and depth to the information processing that is seeking solutions from various
sources that have different opinions up to the contrary
The fourth step in the
scientific approach is experimenting (trying). The
activities undertaken are gathering information / experiments. The
learning activities are experimenting, reading other sources besides textbooks,
observing objects / events / activities, interviewing with resource persons. The
developed competencies are to develop meticulous, honest, courteous, respectful
of other people's opinions, ability to communicate, apply the ability to gather
information through various ways learned, develop lifelong learning and
learning habits.
The fifth step in the
scientific approach is networking (networking). Networking
is the activity of students to form networks in the classroom. The
learning activity is to convey the results of observations, conclusions based
on the results of analysis orally, written, or other media. Developed
competencies are developing honest, meticulous, tolerant, systematic thinking
skills, expressing opinions briefly and clearly, and developing good and
correct language skills.
How make learn having fun without disturbing the class?
BalasHapusHai hudia, thanks question. Give a little break in your learning, give the game to your students, and convey the material with a funny but meaningful sentence.
Hapushi desi , your article is really interesting
BalasHapusand the i have one question , what will happen if a teacher use scientific approach without question process , thanks
Hi eko, thank you question. If a teacher approaches without question then the learning becomes imperfect. Because of the question the teacher can measure the extent to which students' understanding of the learning process.
HapusHai desi can you explain what the effect if a teachers use scientific approach?
BalasHapusHi rini, thank you question. The scientific approach is designed so that teachers can achieve the basic competence of students, so if the teacher does not take a scientific approach then the possibility of achievement is not perfect or fail.
HapusWhat is purpose to use 5scientific approach
BalasHapusHai aldi. Thanks for question. The objective is to use 5 scientific approaches so that teachers can know the strategies in effective and quality teaching
HapusWhat if the scientific approach in terms of experimenting can not be done? What are the consequences?
BalasHapusIf this approach is unworkable or less than optimal then the learning outcomes of the students will be affected, which can make the efforts of the teacher and the student to be wasted in the learning process.
HapusWhether the question and answer activities of all students can understand the material being taught?
BalasHapusThe likelihood that the student understands, but uneven level of understanding of each student. With question and answer activities then the teacher will know how far the student response to the learning process.
HapusIn a compound, the mass ratio of the constituent elements is always fixed. The meaning of the sentence and give an example
BalasHapusThe purpose of the equation of reaction equations is to fulfill the law of mass conservation or the law of Lavoisier and Dalton atomic theory. In order for the number and type of atoms present in the reactants and the product to remain in the equation of the reaction of each species involved in the chemical reaction is given the appropriate coefficient.
Hapus1. Set the reaction between hydrogen and oxygen to form water.
H2 (g) + O2 (g) = H2O (l)
Is the reaction synchronized by changing the right-handed oxygen covalent index into 2 (converting H2O to H2O2) Explain?
It can not, because to flatten a covalent reaction equation must be in front of the chemical formula. So instead of adding the right-handed oxygen index or adding the oxygen index behind the chemical formula.
So the equation of the reaction is
2 H2 + O2 = 2 H2O