Experimental evidence of enhancing scientific reasoning through guided inquiry model approach

Yulianti, Erni; Mustikasari, Vita Ria; Hamimi, Erti; Rahman, Nor Farahwahidah Abdul; Nurjanah, Lailatul Fitri

doi:10.1063/5.0000637

Cited by 9 publications

(7 citation statements)

References 25 publications

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“…This easy set-up that enables learners to observe the spring-mass system oscillation and to directly visualize its mathematical representations is proposed to provide a lot of benefits in physics learning. Many teachers have realized that the use of such simple experimental set-ups can help them to be more effective in physics experiments, physics teaching and learning (Çoban & Çoban, 2020;Galeriu, 2018;Kinchin, 2018;Yulianti et al, 2020). This experiential learning provides excitement in doing science experiment.…”

Section: Resultsmentioning

confidence: 99%

Real Time Measurement for Spring-Mass System: The Graphical and Mathematical Representations

Hidayat

Yulianti

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Mathematics is the language of physics. The best way to describe a physical phenomenon is by describing its mathematical representations. In addition, viewing the graphical diagram of the corresponding mathematical expression is crucial to deeply understand the physical events. Therefore, setting simple experiments in real time to (1) observe the phenomena, (2) view the related diagrams, and (3) extract the mathematical representations is required. In this study, the real time and simple experimental set-up (consisting of ultrasonic sensor HC-SR04 connected to an Arduino Uno board) was designed to perceive the motion of a spring-mass system. The spring force, which is equal to the object’s weight, and displacement or spring elongation data were recorded for the object (with varying mass) attached to the spring. A small external downward force was given to stimulate the simple harmonic motion of the vertical spring-mass system. The displacement as the function of time of the spring-mass motion was recorded. With those measurements, the sinusoidal patterns, representing the simple harmonic motion characteristics, were also observed. The spring constants were 6.35(2) N/m and 6.26(1) N/m for the displacements measured by sensor and ruler, respectively. The periods form the angular frequency of the displacement function and from the spring constant (acquired from sensor data fitting) showed consistent results with very high accuracy. This simple experimental set-up is believed to fulfill the technological-based learning demand.

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Section: Resultsmentioning

confidence: 99%

Real Time Measurement for Spring-Mass System: The Graphical and Mathematical Representations

Hidayat

Yulianti

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…On the other hand, inquiry-based learning can help enhancing students' interest in science, encouraging them to talk about science, and consequently improving their science-learning process (Rocard et al, 2007;Ellwood & Abrams, 2018, Yulianti et al, 2020. An extensive review of the literature related to inquiry based learning, bring together the different points of view on research in the STEM context (Pedaste et al, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Promoting Inquiry Based Learning through Entertaining Science Activities

Lozano

Solbes

2021

IJRES

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Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.

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“…It is seen that scientific reasoning skills, which have been demonstrated to have a positive contribution to students' success in science (Vadapally, 2014), can be developed through educational activities (Daempfle, 2006;Engelmann et al, 2016;Jensen & Lawson, 2011;Marušić-Sliško, 2011;Shayer & Adey, 1992). According to many studies, inquiry-based applications make a positive contribution to students' scientific reasoning skills (Blumer & Beck, 2019;Daempfle, 2006;Klahr et al, 2019;Schiefer et al, 2019;Stender et al, 2018;Van der Graaf et al, 2019;Yulianti et al, 2018;Yulianti et al, 2020). One of the points where inquiry-based applications and scientific reasoning skills intersect in science education is the laboratory.…”

Section: Introductionmentioning

confidence: 99%

Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles

Şahin¹,

Ören

2022

Sci Insights Educ Front

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In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers.

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Experimental evidence of enhancing scientific reasoning through guided inquiry model approach

Cited by 9 publications

References 25 publications

Real Time Measurement for Spring-Mass System: The Graphical and Mathematical Representations

Real Time Measurement for Spring-Mass System: The Graphical and Mathematical Representations

Promoting Inquiry Based Learning through Entertaining Science Activities

Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles

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