Minds On Experiment for a Meaningful Learning: Challenges and Opportunities Rossy Andini Herindra Putri (a*) Ari Widodo (b)
a) Science Education, Indonesia University of Education
Jl. Dr. Setiabudhi No. 229 Bandung
*rossyandiniherindraputri[at]upi.edu
b) Biology Education, Indonesia University of Education
Jl. Dr. Setiabudhi No. 229 Bandung
Abstract
This article explores the importance of hands on and minds on experiments for meaningful learning. The study focuses on observing the thought processes of students throughout an experiment to to identify minds on experiment and the factors that either promote or hinder it. Seventh-grade students were observed conducting a water quality test experiment, followed by video-stimulated interviews with a selected group of students to ensure data triangulation. The observations and interviews were transcribed, analyzed thematically, and coded to identify key patterns and insights. The results indicate that certain factors contribute to promoting minds on experiments, such as students^ curiosity and thought-provoking questions. Conversely, factors such as lack of attention, adherence to social norms, segmented learning experiences, and ineffective group work hinder minds on engagement. These findings highlight the need for a multifaceted approach to promote minds on experiments in science education. Strategies such as involving students in the planning process, bridging the gap between complex scientific concepts and students^ understanding, creating a safe environment for questioning and exploration, integrating science with contextual teaching, using thought-provoking questions, and implementing effective classroom management during lab work are recommended to enhance minds on engagement and facilitate meaningful learning experiences
