The impact of research-oriented collaborative inquiry learning on pre-service teachers' scientific process skills and scientific attitudes

Abstract

In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited for this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through a paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance.

Scientific attitudes in chemistry learning: A systematic literature review

“…Some research has shown that REORCILEA is effective in increasing students' attitudes. 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).…”

The Effect of Interface Instrumentation Experiments-Supported Blended Learning on Students’ Critical Thinking Skills and Academic Achievement

“…Computer-based learning media can be used to improve students' academic achievement [77]. Meanwhile, online laboratory learning also enhances academic achievement [78], [79], [80]. Furthermore, blended learning, the use of science experiments and the use of technology that assists learning can also increase students' academic achievement [81], [82].…”

Group mentoring of youth scientists to enhance the students’ research literacy

“…The Youth Scientific Group (YSG) is a form of extracurricular activity that provides benefits to high school students. Through YSG activities, students are introduced to the scientific method, enabling them to learn research skills and enhance their scientific competence (Duc et al, 2022;Irwanto, 2022;Yeoman & Zamorski, 2008). With YSG activities that involve training students in writing research papers, their literacy and writing skills will also be empowered (Prahmana, 2017).…”

“…With YSG activities that involve training students in writing research papers, their literacy and writing skills will also be empowered (Prahmana, 2017). In line with these benefits, their scientific attitude will also improve as they gain more research experience (Irwanto, 2022). Additionally, the opportunity to participate in YSG competitions will provide them with competitive experiences and prepare them to compete at higher levels of education.…”