Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy

Kang, Jingoo

doi:10.1007/s11165-020-09946-6

Cited by 26 publications

(11 citation statements)

References 29 publications

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“…This result is in line with several previous types of research which showed that phenomenon-based experiential learning affects students' scientific literacy [33,34]. Involving the students in inquiry and discovery can train students' scientific literacy skills [35]. This is because learning through a hands-on experience enabling students to develop their abilities in cognitive, psychomotor, and affective domains [34].…”

Section: Resultssupporting

confidence: 89%

An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning

Santhalia

Yuliati

2021

J. Penelit. Fis. Apl.

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Scientific literacy is the ability to involve yourself in problems related to science. This research explores students' scientific literacy skills in experiential learning based on phenomena on the concept of expansion. This research was conducted with a mix-method approach with an embedded experimental model design. The data were collected through scientific literacy tests (r = 0.53), and open-ended questions interviews with the students, then analyzed using the Mann-Whitney U-Test quantitatively, and using the Bybee (1997) assessment rubric qualitatively. Based on the results, it was found that the majority of students experienced an increase in their scientific literacy from the SI (Scientific Illiteracy) category (96.88%) into CSL (Conceptual Scientific Literacy) (46.88%). We concluded that phenomenon-based experiential learning was effective in improving students' scientific literacy. So, we need more effort to improve and increase students' scientific literacy skills by integrating scientific literacy competencies while implementing science learning in schools.

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Section: Resultssupporting

confidence: 89%

An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning

Santhalia

Yuliati

2021

J. Penelit. Fis. Apl.

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“…The results of the implementation of cycle III showed that students' critical thinking skills increased and were in the high or good category. It can be concluded that the PBL and IBL collaboration model using video can PBL can be used to improve IBL learning and the process of teaching 21st century skills (Hendarwati et al, 2021;Kang, 2022). The results showed that PBL has the potential to improve the IBL environment through its ability to adapt to the complexities of contemporary learning contexts (Amin et al, 2020;Nunaki et al, 2019;Suhirman et al, 2020).…”

Section: Discussionmentioning

confidence: 96%

Implementation of PBL and IBL Models Assisted by Video Media to Improve Critical Thinking Skills

Yusuf

Subagya

Maulana

et al. 2022

j. ilm. sekol. Dasar

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Teaching social science in elementary schools is not only conveying theories but also real forms of implementation and problems that often arise in the daily environment. This is be able to develop students' critical thinking in reconstructing events and the values contained therein. However, the media and learning methods used today have not been able to improve students' critical thinking skills. This study aims to analyse the improvement students' critical thinking skills through the application of collaboration between PBL and IBL models using video. The research subjects were elementary school students who were in grade 5, consisting of 30 students. The instrument used for data collection in this study was a descriptive description test. The data analysis technique used in this research is descriptive statistical technique. This research design uses classroom action research which consists of three cycles. The results showed that critical thinking skills increased in each cycle. In the first cycle, 50.33% of critical thinking skills in the second cycle increased to 69.83% and in the third cycle increased to 78.38%. So the conclusion from the results of this study is that the implementation of PBL and IBL models through video media is proven to be able to improve students' critical thinking skills, thus, it is proven that the integration between innovative learning models and learning media contributes positively to the improvement of students' abilities and competencies.

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“…Readers are reminded that the inconsistent conclusions from secondary analyses of large-scale assessment data could be due to the fact that these studies are measuring different learning outcomes. With the consideration of instructional quality and different types of inquiry activity, Kang (2020) found that the teacher-student relationship was the most potent predictor of scientific literacy and moderated the effects of guided and open inquiry on scientific literacy. Along similar lines, Cairns and Areepattamannil (2021) tested the contribution of each item to students' science achievement scores and suggested that instructional activity with explicit, teacher-directed practices demonstrated a significant, positive association with science achievement.…”

Section: Research Findings Regarding Inquiry-related Learning Activit...mentioning

confidence: 99%

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

et al. 2022

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Background The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was inspired by such conflicting reports and aimed to clarify the associations of science-specific, inquiry-related activities and epistemological beliefs with students’ mathematical and scientific literacies. Results A secondary analysis of the database from the Programme for International Student Assessment 2015 of Australia (N1 = 14,530) and Taiwan (N2 = 7708) utilizing structural equation modelling revealed that these two countries exhibited similar data patterns. Results suggested that open-inquiry activities (such as debating and planning experiments) had a negative relationship with secondary students’ mathematical and scientific literacies. Structured inquiry learning (such as students explaining their ideas and teacher explaining how an idea can be applied to different phenomena) and epistemological beliefs about science were significant and positive predictors of student mathematical and scientific literacy performance. Conclusions The current study further highlights and provides empirical evidence that the teacher’s role in structured inquiry (especially pertaining to the relevance and applicability of these ideas) appears to be essential to the development of student literacy. Educational implications and recommendations are discussed.

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Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy

Cited by 26 publications

References 29 publications

An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning

An Exploration of Scientific Literacy on Physics Subjects within Phenomenon-based Experiential Learning

Implementation of PBL and IBL Models Assisted by Video Media to Improve Critical Thinking Skills

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

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