Connections between prior knowledge and collaborative skill on discussion group about solar system related to descriptive scientific reasoning

Abstract

Abstract The aim of this study is to analysis the connections between student’ prior knowledge and collaborative skills in discussion groups associated with student scientific reasoning about the solar system. The student’ prior knowledge contributes to building student scientific reasoning and supported by collaborative skills through discussion groups. The analysis between two variables that influence student scientific reasoning, namely prior knowledge and student collaborative skills. Method of this study is quasy experimental design with quatitative approach. The group of student who took part in the astronomy lecture consisted of 5 groups each of which 6 student. The results of the prior analysis of student’ knowledge of each group is quite low. Process, project and outcome predictions regarding prior knowledge and collaborative skills related to the formation of scientific reasoning have a high enough category in the aspect of results and a fairly low category in the process aspect. After the implementation of collaborative learning through discussion shows the results of research that significant relation between student’ prior knowledge and student collaborative skills that strengt then student scientific reasoning. Student tend to build scientific reasoning based on prior knowledge and discussion in collaborative learning. This is prior knowledge significantly influences the chronology of student in the discussion. Other found student with low prior knowledge experienced an increase in scientific reasoning through interaction and discussion in collaborative learning.