Students’ attitude profile towards chemistry based on Research-Oriented Collaborative Inquiry Learning Model (REORCILEA)

Huda, Hendrawan Banu; Rohaeti, Eli

doi:10.1088/1742-6596/1806/1/012193

Cited by 3 publications

(2 citation statements)

References 7 publications

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“…In this model, students are required to develop ideas through several scientific steps such as promoting ideas, asking questions, explaining phenomena, and connecting learning (Irwanto, 2022). The effectiveness of the REORCILEA towards scientific attitudes is evidenced by previous studies such as the student who applies REORCILEA in learning had a high score for scientific attitude, so REORCILEA effectively improve students' scientific attitude (Huda and Rohaeti, 2021).…”

Section: Results Of Instructional Methods Themementioning

confidence: 99%

Scientific attitudes in chemistry learning: A systematic literature review

Shanderi,

Suwardi

2023

J. Pendidik. Kim

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This systematic review analysis study aimed to examine the scientific attitudes in chemistry learning. The method used a Systematic Literature Review which consists of 5 stages adopted from Denyer and Tranfield. The main criteria for the selection of articles are scientific attitude in the field of chemistry learning with a period of 2012 until 2023 from the well-known national and international database. There were 29 articles were obtained that fit into the criteria. The article’s aspect focused on the parameters such as aim, sample level, instructional method, instruments, and chemistry subject. The result showed that the attitude scale is the most instrument that can be used to measure scientific attitude in chemistry learning. Meanwhile, PBL has become the most instructional method that has been used to enhance scientific attitude. Moreover, the studies mostly aim to investigate the influence of teaching methods on scientific attitudes. Most researchers involve high school students in scientific attitude research on analytical chemistry concepts. There are different codes for each theme of scientific attitudes. Thus, the review helps to evaluate the instrument and instructional methods in chemistry learning and also provides recommendations for examining students’ scientific attitudes in further explorations.

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Section: Results Of Instructional Methods Themementioning

confidence: 99%

Scientific attitudes in chemistry learning: A systematic literature review

Shanderi,

Suwardi

2023

J. Pendidik. Kim

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“…(Buchanan et al, 2016) Scientific attitude, being one of the important attitudes that can support the learning of chemistry, for example, makes students more active in learning and elicits curiosity that is related to achievement. (Huda & Rohaeti, 2021) That study found that using an inquiry model provided more experience for students and that scientific attitude can improve for better learning achievement. Research has shown though that expectation of better attitudes from students (as a result of exposure to inquirybased practices) are not always as apparent when viewed through the lenses of its other affordances.…”

Section: Potential Benefits Of Ibl On Student Attitudementioning

confidence: 95%

The Impact of Inquiry-Based Practices on the 2019 NAEP Twelfth Grade Science Assessment

Dinglasan¹,

Zhang²

2023

IJMSSSR

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This study examined the impact of inquiry-based practices on standardized science assessment scores for twelfth-grade students. It focused on the frequency of such inquiry practices, such as coming up with research questions, using evidence to explain why something happens, using tables and graphs to identify relationships between variables, and using information for argumentation on a scientific idea impacted average scale scores. An analysis of data taken from the National Assessment of Educational Progress (NAEP) dataset was done to compare student responses from survey data to science achievement scores of twelfth-grade students. This secondary data analysis was completed using multiple t-tests to compare means and determine significance. While the study found substantial effect sizes observed when analyzing the frequency of certain IBL practices, such as using evidence to explain why something happens as well as using tables and graphs to identify relationships between variables, the impact of having students come up with research questions to explore how something works as well as using the information to disagree with someone about a scientific idea, had negligible to no impact on their standardized test scores. The study confirmed the efficacious nature of inquiry-based practices to improve learning outcomes for students that had opportunities to learn them. However, it also questioned the predictive nature of standardized tests such as the NAEP science assessment regarding proficiency in these soft skills. The results challenged IBL proponents to justify their advocacy for this pedagogy, given that the same outcomes are evident even if an instructor’s focus on inquiry practices is not as intense.

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Innovative strategies to strengthen teaching-researching skills in chemistry and biology education: a systematic literature review

Alberto,

Viviana,

Vladimir

et al. 2024

Front. Educ.

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The dynamic field of scientific education, particularly in chemistry and biology, demands the implementation of innovative teaching strategies, driving the need for continuous research to enhance skills in both educators and students. This systematic literature review (SLR) delves into the evolving landscape of chemistry and biology education research, shedding light on key trends, strategies, and skills. Employing the PRISMA methodology, we scrutinized 81 papers to assess the employment of resources, technologies, and methods conducive to effective learning and research. Searches were conducted in the Scopus and Google Scholar databases, with inclusion criteria spanning English and Spanish studies from the last five years. The analysis reveals a notable shift in recent years, emphasizing the diversification of instructional approaches, integration of sustainable practices, and a heightened focus on fostering essential research skills for both educators and students. The study underscores the significant adaptation to digital tools and virtual environments, potentially influenced by the challenges posed by the COVID-19 pandemic. Remarkable findings include the growing importance of cognitive, social, and emotional competence in student development. This work provides valuable insights for educators, researchers, and policymakers cross-talking the dynamic intersection of teaching and research in chemistry and biology education.Systematic review registration: Identifier 001-RS-FCIC-PQB-UNACH-2023.

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Students’ attitude profile towards chemistry based on Research-Oriented Collaborative Inquiry Learning Model (REORCILEA)

Cited by 3 publications

References 7 publications

Scientific attitudes in chemistry learning: A systematic literature review

Scientific attitudes in chemistry learning: A systematic literature review

The Impact of Inquiry-Based Practices on the 2019 NAEP Twelfth Grade Science Assessment

Innovative strategies to strengthen teaching-researching skills in chemistry and biology education: a systematic literature review

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