From its inception, one of the prin

From its inception, one of the principal goals of science education has been
to cultivate students’ scientific habits of mind, develop their capability to
engage in scientific inquiry, and teach them how to reason in a scientific
context [1, 2]. There has always been a tension, however, between the emphasis
that should be placed on developing knowledge of the content of science and
the emphasis placed on scientific practices. A narrow focus on content alone has
the unfortunate consequence of leaving students with naive conceptions of the
nature of scientific inquiry [3] and the impression that science is simply a body
of isolated facts [4].
This chapter stresses the importance of developing students’ knowledge of
how science and engineering achieve their ends while also strengthening their competency
with related practices. As previously noted, we use the term “practices,”
instead of a term such as “skills,” to stress that engaging in scientific inquiry
requires coordination both of knowledge and skill simultaneously.
In the chapter’s three major sections, we first articulate why the learning of
science and engineering practices is important for K-12 students and why these
practices should reflect those of professional scientists and engineers. Second, we
describe in detail eight practices we consider essential for learning science and
engineering in grades K-12 (see Box 3-1). Finally, we conclude that acquiring skills
in these practices supports a better understanding of how scientific knowledge is
produced and how engineering solutions are developed. Such understanding will
help students become more critical consumers of scientific information.

Hasil (Bahasa Indonesia) 1:

From its inception, one of the principal goals of science education has beento cultivate students’ scientific habits of mind, develop their capability toengage in scientific inquiry, and teach them how to reason in a scientificcontext [1, 2]. There has always been a tension, however, between the emphasisthat should be placed on developing knowledge of the content of science andthe emphasis placed on scientific practices. A narrow focus on content alone hasthe unfortunate consequence of leaving students with naive conceptions of thenature of scientific inquiry [3] and the impression that science is simply a bodyof isolated facts [4].This chapter stresses the importance of developing students’ knowledge ofhow science and engineering achieve their ends while also strengthening their competencywith related practices. As previously noted, we use the term “practices,”instead of a term such as “skills,” to stress that engaging in scientific inquiryrequires coordination both of knowledge and skill simultaneously.In the chapter’s three major sections, we first articulate why the learning ofscience and engineering practices is important for K-12 students and why thesepractices should reflect those of professional scientists and engineers. Second, wedescribe in detail eight practices we consider essential for learning science andengineering in grades K-12 (see Box 3-1). Finally, we conclude that acquiring skillsdalam praktik ini mendukung pemahaman yang lebih baik mengenai bagaimana pengetahuan ilmiahBagaimana teknik dan diproduksi solusi yang dikembangkan. Pengertian akanmembantu siswa menjadi lebih kritis konsumen informasi ilmiah.