Facilitating Primary School Students’ Understanding of Water Cycle Through Guided Inquiry-Based Learning

Chua, Kah Heng; Karpudewan, Mageswary

doi:10.1007/978-981-10-3437-4_3

Cited by 8 publications

(3 citation statements)

References 40 publications

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“…Even if the teacher might have a notion about the discussion result, the students still have an opportunity to infer their analysis based on their scientific knowledge background (Dorfman et al, 2017). Heng & Karpudewan (2017) explained that the students might face several concepts in the application of GIL model since they were required to think and behave like scientists in developing hypothesis. The hypothesis then should be examined based on the evidence, data, and information.…”

Section: Guided Inquiry Learning Model (Gil)mentioning

confidence: 99%

“…Various studies on the GIL model effectiveness had been carried out since 1980, even if only focused on the scientific trends (Cairns & Areepattamannil, 2019), development of conceptual designs, scientific knowledge acquisition, and scientific attitude (Dorfman et al, 2017;Sokołowska, 2018). There were also numerous studies that discussed the inquiry-based learning models for the science coverage, such as Physics (Rosli & Nasir, 2017;Yuliati et al, 2018), Biology (Heng & Karpudewan, 2017;Rahmat & Chanunan, 2018), and Chemistry (De Gale & Boisselle, 2015;Sudria et al, 2018;Treagust et al, 2018). Those studies could lead to the scientific processing skills and knowledge acquisition, however, have yet touched the discussion of language learning, especially writing skill development within the discussion about the human respiratory system and its disturbances through an explanatory framework.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

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The study aims to compare the effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) model. A number of prior studies have implemented the GIL model for a limited area such as science. Similar to the PBL learning design, the previous studies that highlighted the application of GIL model was commonly targeted to find out its comparison with the traditional learning models. There was no relevant study that specifically compared both models in the explanatory writing activity to discuss the human respiratory system and its disturbances. The current study applied a quasi-experimental design by involving the fifth-grade primary school students of the 2018/19 academic year in Surakarta as the population. Meanwhile, the sample consisted of 162 students that were selected through multi-stage sampling. The data consisted of the students' explanatory writing test scores that were analyzed through a one-way ANOVA. The findings confirm that the GIL model is considered more effective than PBL for the explanatory writing activity due to the students' concrete operational age that still requires teacher-centred guidance in producing explanatory texts. With regards to the condition, the PBL model cannot offer effectiveness for the explanatory writing activity, as the model mainly emphasizes the students' problem-solving skills.

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Section: Guided Inquiry Learning Model (Gil)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…However, there were no significant differences in attitudes toward science because of the variables. Heng and Karpudewan (2015) reported the effects of gender and grade level on secondary students' attitude towards chemistry lessons. For this pur-pose, the Attitude towards Chemistry Lessons Scale (ATCLS) was administered to 446 secondary school students between 16-19 years old.…”

Section: Introductionmentioning

confidence: 99%

Attitude of Secondary School Students Towards Science in Relation to Academic Achievement, Gender and Type of School

Bajaj¹,

Devi²

2021

MJESTP

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The study aims to assess the students’ attitude towards science in selected government and private schools at the secondary level in the Jammu district. A sample comprises 200 students from 5 private and government secondary schools of the Jammu district. The Science Attitude Scale (SAS) developed by Grewal (2012) was used to assess the students’ attitude towards science. The results show that the students in both government and private schools have a positive attitude towards science. This study revealed that secondary school students’ attitudes towards science differ significantly regarding their academic achievement. Female students were found to have a favourable attitude towards science as compared to their male counterparts. Results also showed that students at private schools possess a positive attitude towards science compared to students in government schools. They enjoy science and are ready to pursue their career in science as well.

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Effectiveness of conceptual change strategies in science education: A meta‐analysis

Pacaci,

Ustun,

Ozdemir

2023

J Res Sci Teach

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There is extensive literature focusing on students' misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta‐analysis aims to integrate studies investigating the effectiveness of three types of conceptual change strategy: cognitive conflict, cognitive bridging, and ontological category shift in science learning. We conducted a random‐effects meta‐analysis to calculate an overall effect size in Hedges' g with a sample of 218 primary studies, including 18,051 students. Our analyses resulted in a large overall effect size (g = 1.10, 95% CI [1.01, 1.19], k = 218, p < 0.001). We also performed a robust Bayesian meta‐analysis to calculate an adjusted effect size, which specified a large effect (adjusted g = 0.93, 95% CI [0.68, 1.07], k = 218). Results are also consistent across the conceptual change strategies of cognitive conflict (g = 1.10, 95% CI [0.99, 1.21], k = 150, p < 0.001), cognitive bridging (g = 1.06, 95% CI [0.84, 1.28], k = 30, p < 0.001), and ontological category shift (g = 0.88, 95% CI [0.50, 1.26], k = 9, p < 0.001). However, a wide‐ranging prediction interval [0.19, 2.38] points out a high level of heterogeneity in the distribution of effect sizes. Thus, we investigated the moderating effects of several variables using simple and multiple meta‐regression. The final meta‐regression model we created explained 35% of overall heterogeneity. This meta‐analysis provides robust evidence that conceptual change strategies significantly enhance students' learning in science.

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Facilitating Primary School Students’ Understanding of Water Cycle Through Guided Inquiry-Based Learning

Cited by 8 publications

References 40 publications

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Attitude of Secondary School Students Towards Science in Relation to Academic Achievement, Gender and Type of School

Effectiveness of conceptual change strategies in science education: A meta‐analysis

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