Examining Low and Non-low Achievers’ Motivation Towards Science Learning Under Inquiry-Based Instruction

Kuo, Yen Ruey; Tuan, Hsiao Lin; Chin, Chi Chin

doi:10.1007/s10763-018-9908-9

Cited by 17 publications

(12 citation statements)

References 32 publications

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“…The other 75 respondents (86.21%) said that to teach inquiry-based science required teachers to spend more time prepare the lesson, tools and learning equipment (science equipment). Almost all respondents agreed that learning science-based inquiry in elementary school in addition to training and developing students' abilities in cognitive aspects, also trained and developed aspects of affective/ attitude and psychomotor/ skills (Kuo, Tuan, & Chin, 2019). Inquiry do not only train cognitive abilities but also trains affective and psychomotor abilities (Budiastra & Purwoningsih, 2014).…”

Section: Resultsmentioning

confidence: 99%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.

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Section: Resultsmentioning

confidence: 99%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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“…In this respect, it is thought that the research has contributed to the improvement of their advanced logical thinking skills (Schalk et al, 2019). Kuo et al (2019) also argued that students participated in the learning-teaching process if their curiosity was aroused. Students likewise indicated that the classes excited them and aroused their curiosity and hence participated in the class of their own volition.…”

Section: Discussionmentioning

confidence: 99%

“…Ensuring cognitive and sensory development, this approach was determined to be effective in students' career planning and to contribute to their interest in science-related fields (Burgin et al, 2015;Meyer & Crawford, 2015). As their motivation for science increased during the inquiry-based learning process, it was seen that students were willing to be interested in the reality of scientific experiments (Kuo et al, 2019;Scogin, 2016). Moreover, since students' conceptual understanding developed and changed, it was seen that it was an advantage for students to easily manage the process by being inquisitive and making sense of concepts (Morrison et al, 2015;Shi et al, 2020).…”

Section: Inquiry-based Learning Approach In Science Educationmentioning

confidence: 99%

Teaching Mechanical Waves by Inquiry-Based Learning

Bezen

Bayrak

2020

JBSE

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In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students’ conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students’ conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students’ learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students’ learning. Keywords: 5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students

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“…Students who enjoy learning science and have high self‐efficacy toward science are more enthusiastic about exploring scientific investigations (Ketelhut, 2007; Palmer, 2009). Other psychological conditions, such as feelings of anxiety, could also account for differences in students' performance (Kuo, Tuan, & Chin, 2018). For instance, those who experience high test anxiety might feel less keen in trying new strategies to solve unfamiliar tasks (Derakshan & Eysenck, 2009).…”

Section: The Present Studymentioning

confidence: 99%

Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data

2020

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Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture

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Examining Low and Non-low Achievers’ Motivation Towards Science Learning Under Inquiry-Based Instruction

Cited by 17 publications

References 32 publications

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Teaching Mechanical Waves by Inquiry-Based Learning

Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data

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