Scientific Level of Inquiry and Classroom Practices: Exploratory Study in Junior High School Students (original) (raw)
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EURASIA Journal of Mathematics, Science and Technology Education, 2017
The purpose of this study was to examine science students' and teachers' views of the provision and implementation of inquiry-based instruction in UAE secondary school science classes. Two instruments were developed and validated to collect participants' views of the provision and practice of inquiry-related activities. The findings suggested that both students and teachers believed that the curriculum materials lend themselves to supporting inquiry instruction, judging by the relatively high mean scores for both groups of participants with regard to the provision of inquiry activities, as described by the essential features of inquiry-based instruction. However, compared with their students, science teachers showed a statistically significant higher mean score with regard to the provision of curriculum materials in supporting implementation of inquiry instruction and a lower mean score with regard to the provision of integrated science processes in curriculum materials. Other similar trends were also detected, with teachers reporting statistically significant higher mean scores than their students with regard to opportunities to plan investigations, ask questions during instruction and use of science process skills. Demographic variables of gender, teaching experience and subject taught showed no impact on teachers' views. Challenges and obstacles that are likely to impede inquiry-based instruction were also identified.
Profile of Learning Experiences and Students’ Scientific Inquiry Skills in Science Subjects
Advances in Social Science, Education and Humanities Research, 2021
Indonesia's PISA results are relatively low when compared to other countries. Student learning experience is thought to be an important factor that influences students' lack of scientific inquiry skills. This study aims to describe the profile of students' learning experiences and scientific inquiry skills in science subjects. This descriptive study involved 1305 respondents from public and private high schools in West Java. The instrument used was a questionnaire consisting of 40 items to reveal student learning experiences in learning science and scientific inquiry skills tests in the form of 55 multiple choice and essay items developed based on the PISA framework with the adjustment of the junior high school science curriculum. Research data were analyzed descriptively using graphs. The results showed that some students (51.0%) stated that learning science in elementary and junior high schools was not fun, more than half (56.6%) rarely did practicum at school, and some to most students (42-75%) rarely plan and carry out experiments or scientific inquiry independently. The results of the research that have been presented indicate that the learning experience of students in learning science has not been maximal and students' scientific inquiry skills need to be improved. The implications and recommendations of the research findings are presented at the end of this article.
JMIE (Journal of Madrasah Ibtidaiyah Education)
The purpose of this study is to analyze the improvement mastery of concept, scientific attitude, and science process skill in the learning of structured and guided inquiry learning and analyzed the difference. This research was conducted in SDN Purwoyoso 02 and 03 with quasy-experiment method, experiment class 1 using structured inquiry and exeperiment class 2 using guided inquiry learning model. Data collection techniques used 20 multiple choice tests, 5 indicators of scientific attitude observation and 5 indicators observation of science process skills. Data analysis techniques use N-gain and independent samples t-test. The study showed the following results: (1) there is an increased of mastery of concepts, scientific attitudes and scientific process skills students in structured inquiry class with medium category gain. (2) there is an increase of mastery of concepts, scientific attitudes with and science process skills students in guided inquiry class with medium category gain. ...
IOER International Multidisciplinary Research Journal, 2020
Inquiry-based approaches is one of the five pedagogical approaches prescribed by the K to 12 Basic Education Curriculum. It aimed to ascertain the effectiveness of inquiry-based approaches utilized in teaching Science and its effect on the performance of Grade 10 learners in Governor Feliciano Leviste Memorial National High School at Lemery District, Division of Batangas and was assessed by the teacher and learner-respondents in Academic Year 2018-2019. The study employed descriptive method of research and utilized questionnaire as the main data gathering tool. This study employed 312 Grade 10 learners and 28 science teachers as respondents. Weighted mean, t-test and Pearson's coefficient of correlation were used in the statistical treatment of data. Findings revealed that there were significant differences in the assessments of the teachers and the learners on the utilization of inquiry-based approaches in teaching Science. Moreover, significant relationships of inquiry-based approaches on the performance of learners was observed in understanding and applying scientific knowledge and performing scientific processes and skills while insignificant relationship was reflected on demonstrating scientific attitude and values. Therefore, an action plan was proposed to strengthen and enhance the utilization of inquiry-based approaches in teaching Science which aimed to improve the learners' performance on the existing three domains of learning Science.
International Journal of Trend in Scientific Research and Development, 2021
It has been observed that implementing Inquiry-based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed-method of research was conducted to assess the use of inquiry-based teaching and learning in Science: Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey-correlational was used. On the other hand, a Focus Group Discussion (FGD) was utilized to gather qualitative data. A total of 502 respondents: 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are "highly implementing" the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. To the teachers, as they used IBTL in their science classroom, there were "moderately evident challenges" that they encountered using IBTL in science classroom. Likewise to the students, they also encountered "least evident challenges" when their science teachers use IBTL. Because of these challenges they encountered, learning of the students are affected. The study revealed that there is a positive results on the learning outcomes of the use of IBTL in the science classroom.
Texila International Journal of Academic research, 2020
This study purposely investigated the impact of using inquiry-based teaching method on students' academic achievement and retention of concept in integrated science against the traditional method in some selected senior high schools in the Obuasi Municipality. The study also investigated the difference in the mean achievement score between male and female students taught integrated science using inquiry-based method. The sample for the study was 292 students in SHS two from Christ the King Catholic Senior High School and Obuasi Secondary Technical in the Obuasi Municipality. The sample were obtained through random sample technique. The experimental group received instructions in integrated science using inquiry-based method of teaching whereas the control group were taught with the traditional method. The data were collected through the use of pretest-posttest research design and were analyze according to the research question for the study. The main research question for the study was: What is the effect of inquiry-based method of teaching on students' achievement and retention of concepts in integrated science? The results from the study indicates that the students in the experimental group performed better than the students in the control group. The findings also show that students who were instructed with inquiry-based method have higher retention capacity than their counterpart students who were exposed to traditional method. There was a slightly gender disparity in the achievement and retention capacity of both male and female students taught integrated science with inquiry-based method in favour of the male. This means that inquiry-based method is very rewarding to students in terms of achievement and retention regardless of gender.
Bulgarian Journal of Science and Education Policy, 2011
The purpose of this study was to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students' science process skills and attitudes.
Bulgarian Journal of Science and Education Policy, 2011
The purpose of this study was to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students' science process skills and attitudes.
Proceedings of the International Conference on Science and Technology (ICST 2018), 2018
This study aims to describe the difficulty of the teacher in distinguishing the implementation of discovery and inquiry learning models in science learning and the factors that led to the scientific thinking skills of junior high school science teachers. The case study design used in this study involved 16 science junior high school teachers in East Lombok who have difficulties in distinguishing discovery and inquiry learning models as research samples. The results showed the teachers had scientific thinking difficulties, ranging from observing to identify problems/questions, formulating hypotheses, thinking deductively, and inductive thinking, distinguishing data characteristics and processing, and drawing conclusions. Therefore, teachers should learn scientific thinking skills in order to facilitate learning and trigger students' scientific thinking skills.
Inquiry Instructional Method and the School Science Currículum 1
The crusade to universalize basic education and improve its quality is now very much on the agenda of many countries including the developing ones. Meaning that, there is an implication, there is an overwhelming concern over the quality and relevance of education globally. Undoubtedly, the quality of education is a direct consequence and outcome of the quality of teachers and teacher education. The socialization of the child is a long process which requires careful and systematic application of workable principles as to achieve the desired results. To perhaps improve the student's academic achievement in biology, a shift will be necessary from what has traditionally been experienced in the Nigeria classrooms toward more inquiry teaching practices, which facilitated teaching for meaningful learning. Suffice it to note the importance of inquiry in the science process, as, allowing students to describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. This is the contention in this study. The thesis of this study is to contribute to the ongoing debate on enhancing teaching and learning strategies through innovation and changes in the contemporary epoch of new world order, thus globalization and technology.