National Academy of Pedagogical Sciences, Ukrainian Institute of Arts and Sciences,
Theresa Ugonwa Okafor
Department of Science Education, Chukwuemeka Odumegwu Ojukwu University,
Uli, Anambra State, Nigeria
Bostan V. Carmen Gabriela
Curriculum Department, Institute of Educational Sciences,
Gill Puneet S.
Department of Educational Programs, Texas A&M International University,
Laredo, Texas, USA
Department of Curriculum and Instruction, World Islamic Science and Education University,
Muhammad Naseer Ud Din
Institute of Education & Research, Kohat University of Science & Technology,
Khyber Pakhtunkhwa, Pakistan
The quality of students’ understanding of science is low, due to the students' low interest in science and the material contents of science concept that are abstract so it is difficult to understand. Learning science cannot be taught only by lectures or discussions, but students must experience firsthand how science is developed through scientific processes based on phenomena and events in everyday life. Students are expected to find their own understanding of the concept (inquiry) through the process of visits to learning objects outside the classroom both in the surrounding natural environment or industrial places that apply science in everyday life. Students 'curiosity about science will increase and students' understanding of science concepts will grow and develop well. Learning activities like this will be effective learning models in solving the problem of science learning.