A guided inquiry methodology to achieve authentic science in a large undergraduate biology course

Martineau, Carolyn; Traphagen, Stephen; Sparkes, Timothy C.

doi:10.1080/00219266.2013.764345

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…In the data collection and data processing steps, students were asked to collect and process various supporting evidence , facts, and relations of an environmental problem with guidance from the teacher. Teacher guidance could help students to select problem relevance to the learning objectives (Martineau et al, 2013;Ristanto, Zubaidah, Amin, & Rohman, 2018). The students required the evidence, facts, and relations from the data to create an argument mapping.…”

Section: Figure 3 Achievement Of Critical Thinking Skill Aspects In E...mentioning

confidence: 99%

“…Guided discovery learning (GDL) implementation in biological instruction aims to have students be capable of building their knowledge independently. GDL in biological instruction prioritizes student activities to develop knowledge integrally through teacher guidance and peer groups (Martineau, Traphagen, & Sparkes, 2013;Pujiastuti & Haryadi, 2020;Styers, Van Zandt, & Hayden, 2018). Through the GDL model, biology teachers play a role as a motivator and instructor to assist students in finding biological concept in learning activities (Noviyanti, Rusdi, & Ristanto, 2019;Styers et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Ristanto

Sabrina

Komala

2022

Participatory Educational Research

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Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.

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Section: Figure 3 Achievement Of Critical Thinking Skill Aspects In E...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Ristanto

Sabrina

Komala

2022

Participatory Educational Research

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“…According to Maretaswari, et al, (2012) laboratory-based guided inquiry gives a significant influence towards the learning outcomes and scientific attitude of the students. While, according to Martineau, et al, (2013), the guided inquiry provides a significant impact in giving scientific experiences, instills students' beliefs in participating so that it is able to improve the skills of the students. It is in accordance with the research conducted by Wijayanti, et al (2010) which showed that guided inquiry learning can overcome students' learning difficulties.…”

Section: Resultsmentioning

confidence: 99%

The Use of Inquiry-Based Student Worksheet to Instills Science Generic Skill of the Students

Khabibah

Jalmo

Suyatna

2018

Int. J. Res. Granthaalayah

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This research aims to develop inquiry-based student worksheet and to describe its attractiveness, usefulness and effectiveness. The development design uses seven steps of Borg & Gall research including research and data collection, planning, product draft development, initial field testing, revision of the test results, field testing, and product improvement. Product validation includes material validation, design and content using questionnaires. The subjects of the testing are teachers and students of one of state senior high schools in East Lampung. The results of material validation, design and student worksheet’s content are included in high category, so that it can be stated that the student worksheet is worth to use. The results of field testing indicated that inquiry-based student worksheet can instill students’ science generic skills in static fluid subject. Teachers’ and students’ responses towards the development results were 78% which was categorized as very attractive and 78% as very useful. From the results of effectiveness test, it was known that post-test values was higher than the mean of pre-test value. Therefore, the product which has been developed in the form of inquiry-based student worksheet is effective to instill science generic skill of the students.

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“…According to [20] that laboratory-based inquiry has a significant effect on students 'learning outcomes and students' scientific attitudes. Meanwhile, according to [21] that guided inquiry has a significant impact in providing science experience, fostering students 'confidence in participating so as to improve students' skills.…”

Section: Resultsmentioning

confidence: 99%

Development of Static Fluid Learning Props to Improve Students' Argumentation Skills

Iwan

Suyatna

Warsito

2018

Int. J. Res. Granthaalayah

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This study aims to develop static fluid material props in an effort to improve students' argumentation skills. Design development using 4-D development model consists of four stages, namely Define, Design, Development, and Disseminate. The test subjects of this study were 5 physics teachers and 75 students from three high schools in Bandar Lampung. Data were collected through observation in the preliminary study, questionnaires to see the responses of students, teachers, and experts on the developed aids and tests of the method of one pretest and posttest design. The questionnaire data were analyzed using scoring techniques and improved learning outcomes using the N-gain formula. According to the response of students and teachers there is a clear U-shaped hose that contains water that can be observed movement, there are sensors and LED lights that can live when the movement of water through the sensor. The second props are simple hydraulics to prove Pascal's law by laying loads of different weight on both sides of the piston with different cross-sectional areas. An effective tool for improving student learning outcomes and argument skills involves making claims and warrants, effective enough to improve the skills of backing, but less effectively to improve rendering skills.

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A guided inquiry methodology to achieve authentic science in a large undergraduate biology course

Cited by 7 publications

References 11 publications

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

The Use of Inquiry-Based Student Worksheet to Instills Science Generic Skill of the Students

Development of Static Fluid Learning Props to Improve Students' Argumentation Skills

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