Science Teachers’ Understanding of Scientific Inquiry In Teacher Professional Development

Adisendjaja, Yusuf Hilmi; Rustaman, Nuryani Y.; Redjeki, Sri; Satori, Djam’an

doi:10.1088/1742-6596/812/1/012054

Cited by 18 publications

(11 citation statements)

References 13 publications

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“…Many participants had naive views in the dimensions of "questions guide inquiry", "scientific knowledge is justified", and "science is the practice of a scientific community"; unclear views in "scientific inquiry has more than one method" and "data and evidence are not the same"; and informed views in "scientific inquiry has more than one purpose". This result is in agreement with the literature in terms of demonstrating that science teachers and students' views of scientific inquiry are not at a desirable level (Adisendjaja, Rustaman, Redjeki, & Satori, 2017;Anggraeni, Adisendjaja, & Amprasto, 2017;Galano, Alessandro, Luigi, & Italo, 2016;Leblebicioğlu, Çapkınoğlu, Metin, & Schwartz, 2017;Yang, Park, Shin, & Lim, 2017;Şenler, 2015).…”

Section: Discussionsupporting

confidence: 88%

“…Within the scope of another research, 25 science teachers participated in a month-long program lasting about 30 hours and covering the nature of science and scientific inquiry subjects. It was found that before the program, most of the participant science teachers did not have a good understanding of scientific inquiry, but there was improvement, albeit small, in their views of scientific inquiry after the program (Adisendjaja, Rustaman, Redjeki, & Satori, 2017). In another study that aimed to elicit the scientific inquiry views of high school students in Turkey, the participants had favorable views on the dimensions of "all scientific research starts with a question and does not always test a hypothesis", "there is not a single scientific method that can be followed in all studies", "scientific data and scientific evidence are not the same", and "deductions are made based on the collected data and prior knowledge"; however, their views on "scientists who follow the same procedure may not achieve the same results" and "the inquiry procedure affects the results" were not sufficient.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Ünlü

2018

Turkish Online Journal of Qualitative Inquiry

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One of the aims of science teaching is to ensure that students enjoy scientific work and develop scientific thinking and associated inquiry skills. Scientific inquiry represents a process that scientists routinely use in their work, and it is a way for students to acquire scientific knowledge and develop scientific skills. Providing students with ample knowledge and necessary skills related to daily life, scientific inquiry is an important part of science education. This study aimed to elicit the views of a group of middle school students concerning scientific inquiry. Twenty-eight students (10 girls, 18 boys) attending the eighth grade participated in this case study. The data were collected through the Views of Scientific Inquiry (VOSI) and the students' scores in the Examination for the Transition from Primary to Secondary Education (TEOGS) held in Turkey. The relationship between TEOGS scores and student views classified by VOSI was examined. The results revealed that students that are successful in academic terms may have insufficient views of some components of scientific inquiry.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Ünlü

2018

Turkish Online Journal of Qualitative Inquiry

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“…The fundamental issue is the development of the use of scholarly information owned by students to solve problems in everyday life and generate useful scientific resources (Fakhriyah, Masfuah, Roysa, Rusilowati, & Rahayu, 2017). Therefore, it affirms that the investigation is the ultimate goal of science education reform around the world (Adisendjaja, Rustaman, Redjeki, & Satori, 2017). This study examines the understanding of science teachers on skills research to develop their professionalism.…”

Section: Resultsmentioning

confidence: 97%

Examining of Information Literacy and Science Process Skills Towards Grade Point Average: A Preliminary Research

et al. 2018

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Information Literacy (IL) and Science Process Skills (SPS) have been widely examined to enhance the quality of learning, especially in higher education, in which information technology has become the basis of human life. This research aims to explore the relationship between IL and SPS to the grade point average (GPA) of pre-service science student. Determination of samples using a typical case sampling is 278 students from 329 active students in the program at S1-Science Education, Surabaya State University (UNESA). This research uses quantitative approaches. The source of data is a test result of IL and SPS towards a GPA in the odd 2017/2018 semester. The data were analyzed using the Minitab 16 program. The results of the data analysis showed that = 26,69 ˃ 3,03 = = (0,05;2;275) or in other words support data to reject with confidence level 95%. This investigation concludes that there is a significant relationship between variable information literacy and science process skills together against the grade point average. The results of the research are expected to be one of the considerations in choosing and determining the right learning of science teachers,

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“…In their study comparing the views of Chinese and American science teachers on NOS and NOSI, Wang and Zhao (2016) revealed that Chinese teachers' views on most components of NOSI are at a traditional level, and that American teachers' views are better than Chinese teachers. Adisendjaja, Rustaman, Redjeki and Satori (2017), in their study of science teachers' understanding of scientific inquiry in a professional development program focused on NOS and scientific inquiry, stated that most science teachers had insufficient understanding of scientific inquiry. In their study examining the understanding of science teachers' understanding of NOSI and their use of scientific inquiry in their lesson plans, who participated in a professional development program, Çiğdemoğlu and Köseoğlu (2019) revealed that teachers had insufficient views about scientific inquiry before the program.…”

mentioning

confidence: 99%

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

Mesci

Kartal

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to examine in-service science teachers’ views on nature of scientific inquiry and the possible reasons that led to these views. This study was designed as a multi-case study. 22 middle school science teachers who are currently working in various national education schools in Turkey, voluntarily participated in this study. The data were collected online through the open-ended VASI questionnaire and the follow-up semi-structured interviews, and were holistically analyzed with content analysis. According to the analysis, it was seen that the teachers who participated in this study generally had naive and mix views about the nature of scientific inquiry. It has been observed that these opinions of teachers vary depending on their education level, the courses they took in undergraduate and graduate terms, and the quality of education in in-service training. For example, the teachers who continue their master's and doctorate education in science education have quite an informed view. With this study, it is recommended to give importance to scientific inquiry in teacher training programs and in-service courses, and to encourage teachers to pursue graduate education in the field of science education.

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Science Teachers’ Understanding of Scientific Inquiry In Teacher Professional Development

Cited by 18 publications

References 13 publications

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

Examining of Information Literacy and Science Process Skills Towards Grade Point Average: A Preliminary Research

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

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