Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students?

Oct 15, 2026

Uploaded by Putri

Teachers often use inquiry learning, discovery, and group investigation in science classes, yet evidence is limited on whether these approaches reduce differences in scientific conceptual understanding between underachievers (UA) and high achievers (HA). This study assessed 192 twelfth-grade students across four treatments and measured understanding before and after instruction. Results showed no gap differences among inquiry, discovery, and group investigation, while varied lecture settings revealed differences between UA and HA, except under group investigation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Components of Science and Process-Oriented Learning

Scientific Conceptual Understanding and Indicators of Success

Schema Construction, Assimilation, and Accommodation

Scientific-Based Learning Models and Related Evidence

Can Scientific-Based Learning Close the Gap in Understanding Science Concepts between Underachiever and High-Achiever Students? Baskoro Adi Prayitno Universitas Sebelas Maret Sri Widoretno Universitas Sebelas Maret Bowo Sugiharto Universitas Sebelas Maret Dwi Oetomo Universitas Sebelas Maret Abstract Teachers commonly employ inquiry learning, discovery, and group investigation in science education. However, there is limited research on the efficacy of these learning methods in reducing the disparity in students' scientific conceptual understanding between underachievers (UA) and high achievers (HA). The primary objective of this research was to assess the effectiveness of these learning methods in closing the disparity in scientific conceptual understanding among students. This research involved 192 twelfth-grade students (96 UA and 96 HA) . Students were randomly assigned to four learning treatments: inquiry, discovery, group investigation, and varied lecture. Students took an essay test to measure their scientific conceptual understanding before and after the treatment. The gap in students’ scientific conceptual understanding was analyzed by examining the interaction between the learning methods and their academic abilities. The outcomes indicated no distinction in scientific conceptual understanding among the three treatment groups (inquiry, discovery, and group investigation) . Nonetheless, variations in students' scientific conceptual understanding were observed in varied lecture learning settings. The study affirmed disparities in the comprehension of scientific concepts between UA and HA students across inquiry, discovery, and varied lecture learning. Interestingly, no variation in the understanding of scientific concepts was identified between UA and HA students in the context of groupinvestigation learning. Introduction Science consists of three inseparable components: products, process, and attitude (Prayitno et al., 2017) . Science products encompass a wide range of information, including facts, concepts, principles, theories, and laws that elucidate natural phenomena. The processes of science involve a series of steps and skills linked to the scientific method, such as observation, formulating questions, designing experiments, analyzing data, and building knowledge. Science attitudes pertain to the values and ethics expected of individuals engaged in scientific activities. These values encompass being skeptical, maintaining objectivity, remaining open to results that may contradict expectations, rigorously collecting and analyzing data, employing rational thinking and decision-making, and teamwork (Hodson, 2014) . Science education should be process-oriented. Process-oriented learning enables students to actively explore, develop, and comprehend scientific concepts using the scientific method. Furthermore, active participation instills scientific attitudes, values, and ethics in students, thereby cultivating a skilled and ethical generation (Koksal & Berberoglu, 2014) . Understanding scientific concepts is an important goal in the science learning process (Prayitno et al., 2022) . Scientific conceptual understanding refers to the ability to describe what has been learned using preconceptions that follow the established scientific frameworks (Ayas et al., 2010). Indicators of success in understanding science concepts include the ability to detail what has been learned, evaluate the attributes of scientific concepts, apply scientific concepts, present them appropriately, and develop them further (Morgı̇ l & Yörük, 2006) . Conceptual understanding is the result of students’ knowledge construction when they interact with their learning environment (Kang et al., 2010) . Conceptual understanding is gained through interactions between initial schemas and new knowledge. Schemas are mental structures that adapt to learning experiences. The interaction between initial and new schemas causes an imb

FAQs

What was the study’s main objective regarding UA and HA students?

To evaluate whether scientific-based learning methods can close the disparity in scientific conceptual understanding between underachievers (UA) and high achievers (HA).

How were students grouped and what treatments were used?

A total of 192 twelfth-grade students (96 UA and 96 HA) were randomly assigned to inquiry, discovery, group investigation, or varied lecture learning treatments.

What did the outcomes show across the different learning methods?

No distinctions in scientific conceptual understanding were found among inquiry, discovery, and group investigation groups, while differences appeared in varied lecture settings; notably, no UA–HA variation emerged for group investigation.

Oct 15, 2026

Uploaded by Putri