Conduct of modern science– 2016 • Díl 1

MATERIALS OF THE XVI INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE ★ March 30 - April 7, 2020
subject, in which new knowledge constructs on concepts and applications that have 
been introduced previously.
In the next stage, demonstrating new topic and explaining the details of new 
theory with the use of Power Point Slides and White Board definitely make students 
acquire new theory through the following routine. Initially, teacher gives students some 
support and required them to derive a new concept/theory themselves. There should be 
listed key questions, not ready information/rule, on the slides. Students may give 
possible solutions and attempt to derive the solution based on their previous 
knowledge. Through this routine, scaffolding enables students develop higher order 
learning and problem solving skills (King, Goodson and Rohani, 2011). The next 
activity should consist of several class work tasks where the students are expected to 
determine the solutions of LOGARITHMIC equations using the new acquired 
knowledge in the preceding activity. From task to task the difficulty level of questions 
should turn up to enable students to build on information step by step. King, et al., 
(2011) confirms the understanding of the thinking process shifted to high levels of 
Bloom’s butterfly as the nature of questions shifted from understanding level to 
analysis path. To make activity more interesting and meaningful to students, students 
are encouraged to connect theory with real life examples by highlighting the 
importance of logarithmic equations in measuring the magnitude of earthquakes, 
measuring the acidity of a liquid, determining the sound of the objects in the universe, 
in many other fields, including population and bacterial growth, radioactive decay, 
compound interest, cooling of objects. Relating theory to practice resulted in quicker 
and better acquisition of topic, because connecting theory with practice is one of the 
elements of student-centered environment (Houghton, W., 2004).
In addition, the delivered topic has matched students’ skills and background 
knowledge. Hence, students are used to generate proper rules/outcomes by employing 
and manipulating the knowledge they had already acquired. Therefore, students has an 
opportunity to connect the new topic into real life cases such as use of logarithmic 
equation in measuring the magnitude of earthquakes, compound interest. In turn, this 
could educate students to be flexible and constructive learners for future events. 
Moreover, Gelisli (2009) support the idea that student oriented classroom generates 
learners who know better how to get right information, how to use it, and how to 
implement it into real life scenarios. Thus, educators should facilitate students develop 
ways of interpreting, estimating logarithmic equations and analyzing which would
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