Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning

So, Wing Mui Winnie; Cheng, May Hung May; Kong, Siu Cheung; Ching, Ngai-ying Fiona

doi:10.1080/03004279.2012.710640

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Teacher guidance also becomes the consideration to run the inquiry model implementation well [11]. This study indicates that all educators including teachers and student teachers need to understand more abour inquiry learning to gain more benefits in learning process [12].…”

Section: Discussionmentioning

confidence: 99%

Skill Analysis through Inquiry Learning Model

Wulandari¹,

Megawati²

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-Lack of scientific attitude tends to be a problem in learning activities. It potentially hinders the effectiveness of knowledge transfer in the classroom activities. To solve the problem, inquiry learning model is proposed due to its benefits. In this study, the model was applied in the science class to identify how the instructional process run with the model. The research used descriptive research method in which the data analysis used descriptive statistics. The results showed that students learning for indicators of skills to observe, predict, and conclude almost entirely on the good category. Skill to communicate reaches the highest point. Regarding the strengths of this model, it is recommended that inquiry learning can be a solution for educators and expected to be implemented in all study program.

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Section: Discussionmentioning

confidence: 99%

Skill Analysis through Inquiry Learning Model

Wulandari¹,

Megawati²

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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“…For this reason, it can be stated that preservice science teachers have some misconceptions regarding the application process of the active learning methods. Furthermore, Cheng et al (2014) have determined in their study that the primary science teachers have misconceptions regarding inquiry based learning and that they faced problems by implementing the method in the class.…”

Section: Discussionmentioning

confidence: 99%

Examination of pre-service science teachers activities using problem based learning method

Ekä°Cä°¹

2016

Educ. Res. Rev.

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In this study, both the activities prepared by pre-service science teachers regarding the Problem Based Learning method and the pre-service science teachers' views regarding the method were examined before and after applying their activities in a real class environment. 69 pre-service science teachers studying in the 4th grade of the science education participated in the study. This study was designed as a case study. In the result of analysis, it was determined that the pre-service science teachers could develop activities using the features of the problem based learning method. However, it was concluded that pre-service science teachers faced difficulties in some phases during the activity development process such as generating scenarios related to daily life and finding problems to direct the students to inquiry. In the result of semi-structured interviews conducted with pre-service science teachers, it was determined that they had positive and negative views regarding the PBL method before and after the implementation in a real class setting.

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“…Some ways that teachers can use to improve and deal with inquiry learning challenges are as follows: 1) teachers can use instructional media, assign tasks with different levels of difficulty and provide guidance according to the needs of students (Merrienboar, 2013) to deal with students' abilities different ones. 2) learning can take advantage of online / internet facilities (So, et al 2012), blended learning (Sastradika, 2018) to help deal with the lack of time when learning inquiry. 3) teachers can develop problem-solving assessment rubrics that are appropriate for teachers and students to make it easier for students to implement strategies in solving problems (Halim et al 2016).…”

Section: Communicatingmentioning

confidence: 99%

Mapping Students' Problem-Solving Skills in Physics Subject After Inquiry Learning at Class X SMAN 1 Prambanan

Putri

Jumadi

Ariswan

et al. 2019

JPFI

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Problem-solving skills is necessary to be mastered by students to help them in solving the problems of their daily life in the future. The purpose of this study was to map the student problem-solving skills after inquiry learning in Physics subject, impulse, and momentum in class X SMAN 1 Prambanan, Yogyakarta. Experimental research model with one-shot case study design was used in this study. Data collection was performed through essays at the end of the learning process. The results of the mapping show that students have different problem-solving skills levels at each stage. At the stage of problem identification, students were in a very good category. At the stage of planning the problem solution and problem-solving implementation, the students were in a good category, while in results evaluation, the students were in a fairly good category. The result of this study can contribute to giving the point of view to the teacher about students' problem-solving skills level based on the indicators as well as giving the additional information as a literature in the topic of students' problem-solving skills after inquiry learning. ABSTRAKKeterampilan menyelesaikan masalah sangat diperlukan peserta didik, agar dapat menyelesaikan masalah dikehidupan nyata dan keperluan masa depan. Tujuan penelitian ini adalah untuk memetakan keterampilan menyelesaikan masalah peserta didik setelah pembelajaran inquiry pada pelajaran fisika materi impuls dan momentum di kelas X SMAN 1 Prambanan. Model penelitian eksperimen dengan desain one-shot case study digunakan dalam penelitian ini. Data dikumpulkan melalui tes essay diakhir pembelajaran. Hasil penelitian menunjukkan bahwa peserta didik memiliki tingkat keterampilan menyelesaikan masalah yang berbeda-beda pada setiap tahapan. Pada aspek mengidentifikasi masalah, peserta didik rata-rata berada pada kategori sangat baik. Aspek merencanakan penyelesaian dan melaksanakan perencanaan penyelesaian peserta didik rata-rata berada pada kategori baik, sedangkan pada mengecek kembali hasil, peserta didik rata-rata berada pada kategori cukup baik. Manfaat penelitian adalah untuk memberikan gambaran umum kepada guru tentang tingkat keterampilan penyelesaian masalah peserta didik sesuai dengan indikatornya, dan menambah referensi dalam penelitian keterampilan menyelesaikan masalah peserta didik setelah pembelajaran inquiry.

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Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning

Cited by 4 publications

References 26 publications

Skill Analysis through Inquiry Learning Model

Skill Analysis through Inquiry Learning Model

Examination of pre-service science teachers activities using problem based learning method

Mapping Students' Problem-Solving Skills in Physics Subject After Inquiry Learning at Class X SMAN 1 Prambanan

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