Araştırma Makalesi
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Yıl 2019, Cilt: 19 Sayı: 80, 151 - 170, 15.02.2019

Öz

Kaynakça

  • Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science & Technology Education, 4(4), 387–398.
  • Ahrari, S., Samah, B. A., Hassan, M. S., Wahat, N. W., & Zaremohzzabieh, Z. (2016). Deepening critical thinking skills through civic engagement in Malaysian higher education. Thinking Skills and Creativity, 22, 121–128.
  • Akben, N. (2015). Improving science process skills in science and technology course activities using the inquiry method. Education and Science, 40(179), 111–132.
  • Akınoglu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71–81.
  • Aktas, G. S., & Ünlü, M. (2013). Critical thinking skills of teacher candidates of elementary mathematics. Procedia - Social and Behavioral Sciences, 93, 831–835.
  • Allen, M. (2008). Promoting critical thinking skills in online ınformation literacy ınstruction using a constructivist approach. College & Undergraduate Libraries, 15(1-2), 21–38.
  • Arabacioglu, S., & Unver, A. O. (2016). Supporting inquiry based with mobile learning to enhance students’ process skills in science education. Journal of Baltic Science Education, 15(2), 216–231.
  • Artayasa, I. P., Susilo, H., Lestari, U., & Indriwati, S. E. (2016). The effectiveness of the three levels of inquiry in improving teacher training students’ science process skills. Journal of Baltic Science Education, 16(6), 908–919.
  • Avsec, S., & Kocijancic, S. (2014). The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course. World Transactions on Engineering and Technology Education, 12(3), 329–337.
  • Aydogdu, B. (2017). A study on basic process skills of Turkish primary school students. Eurasian Journal of Educational Research, 67, 51–69.
  • Azar, A. (2010). The effect of critical thinking dispositions on students achievement in selection and placement exam for university in Turkey. Journal of Turkish Science Education, 7(1), 61–73.
  • Baser, M., & Durmuş, S. (2010). The effectiveness of computer supported versus real laboratory inquiry learning environments on the understanding of direct current electricity among pre-service elementary school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47–61.
  • Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches. California: Sage Publications, Inc.
  • Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the blended socratic method of teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81–89.
  • Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Advances in Physiology Education, 26(3), 210–221.
  • Budsankom, P., Sawangboon, T., Damrongpanit, S., & Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652.
  • Canziani, B., & Tullar, W. L. (2017). Developing critical thinking through student consulting projects. Journal of Education for Business, 92(6), 271–279.
  • Casem, M. L. (2006). Student perspectives on curricular change: Lessons from an undergraduate lower-division biology core. CBE - Life Science Education, 5, 65–75.
  • Chairam, S., Klahan, N., & Coll, R. K. (2015). Exploring secondary students’ understanding of chemical kinetics through inquiry-based learning activities. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 937–956.
  • Chairam, S., Somsook, E., & Coll, R. K. (2009). Enhancing Thai students’ learning of chemical kinetics. Research in Science & Technological Education, 27(1), 95–115.
  • Chiappetta, E. L. (1997). Inquiry-based science: Strategies and techniques for encouraging inquiry in the classroom. The Science Teacher, 64(7), 22–26.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. California: Sage Publications, Inc.
  • Darus, F. B., & Saat, R. M. (2014). How do primary school students acquire the skill of making hypothesis. The Malaysian Online Journal of Educational Science, 2(2), 20–26.
  • Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1), 267–283.
  • Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908.
  • Ekahitanond, V. (2013). Promoting university students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta Journal of Educational Research, 59(2), 247–265.
  • Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions. Retrieved from http://faculty.education.illinois.edu/rhennis/documents/TheNatureof CriticalThinking_51711_000.pdf
  • Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and The California Academic Press.
  • Feyzioglu, B., Demirdağ, B., Akyıldız, M., & Altun, E. (2012). Developing a science process skills test for secondary students: Validity and reliability study. Educational Science Theory and Practice, 12(3), 1899–1906.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gehring, K. M., & Eastman, D. A. (2008). Information fluency for undergraduate biology majors: Applications of inquiry-based learning in a developmental biology course. CBE Life Sciences Education, 7, 54–63.
  • Green, S. B., & Salkind, N. J. (2008). Using SPSS for windows and macintosh (Analyzing and understanding data). New Jersey: Pearson Prentice Hall.
  • Greenwald, R. R., & Quitadamo, I. J. (2014). A mind of their own: Using inquiry-based teaching to build critical thinking skills and intellectual engagement in an undergraduate neuroanatomy course. The Journal of Undergraduate Neuroscience Education, 12(2), A100–A106.
  • Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental and Science Education, 10(1), 111–132.
  • Gupta, T., Burke, K. A., Mehta, A., & Greenbowe, T. J. (2015). Impact of guided-inquiry-based instruction with a writing and reflection emphasis on chemistry students’ critical thinking abilities. Journal of Chemical Education, 92(1), 32–38.
  • Hake, R. R. (1999). Analyzing change/gain scores. Retrieved from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
  • Hardianti, T., & Kuswanto, H. (2017). Difference among levels of inquiry: Process skills improvement at senior high school in Indonesia. International Journal of Instruction, 10(2), 119–130.
  • Hsiao, H.-S., Chen, J.-C., Hong, J.-C., Chen, P.-H., Lu, C.-C., & Chen, S. Y. (2017). A five-stage prediction-observation-explanation inquiry-based learning model to improve students’ learning performance in science courses. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3393–3416.
  • Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018a). A survey analysis of pre-service chemistry teachers’ critical thinking skills. MIER Journal of Educational Studies, Trends & Practices, 8(1), 57–73.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018b). Undergraduate students’ science process skills in terms of some variables: A perspective from Indonesia. Journal of Baltic Science Education, 17(5), 751–764.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018c). The investigation of university students’ science process skills and chemistry attitudes at the laboratory course. Asia-Pacific Forum on Science Learning and Teaching, 19(2), [7].
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (in press). Analyzing the relationships between pre-service chemistry teachers’ science process skills and critical thinking skills. Journal of Turkish Science Education.
  • Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017a). Students’ science process skill and analytical thinking ability in chemistry learning. In AIP Conference Proceedings (Vol. 1868, pp. 1–5). https://doi.org/10.1063/1.4995100.
  • Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017b). The development of an integrated assessment instrument for measuring analytical thinking and science process skills. In AIP Conference Proceedings (Vol. 1847, pp. 1–6). https://doi.org/10.1063/1.4983907.
  • Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of pre-service elementary teachers through process-oriented guided-inquiry learning (POGIL). International Journal of Instruction, 11(4), 777–794.
  • Ješková, Z., Lukáč, S., Hančová, M., Šnajder, Ľ., Guniš, J., Balogová, B., & Kireš, M. (2016). Efficacy of inquiry-based learning in mathematics, physics and informatics in relation to the development of students’ inquiry skills. Journal of Baltic Science Education, 15(5), 559–574.
  • Karsli, F., & Şahin, Ç. (2009). Developing worksheet based on science process skills: Factors affecting solubility. Asia-Pacific Forum on Science Learning and Teaching, 10(1), [15].
  • Ketpichainarong, W., Panijpan, B., & Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. International Journal of Environmental & Science Education, 5(2), 169–187.
  • Koc, Y., Doymus, K., Karacop, A., & Simşek, Ü. (2010). The effects of two cooperative learning strategies on the teaching and learning of the topics of chemical kinetics. Journal of Turkish Science Education, 7(2), 52–65.
  • Konur, K. B., & Yıldırım, N. (2016). Pre-service science and primary school teachers’ identification of scientific process skills. Universal Journal of Educational Research, 4(6), 1273–1281.
  • Löfgren, R., Schoultz, J., Hultman, G., & Björklund, L. (2013). Exploratory talk in science education: Inquiry-based learning and communicative approach in primary school. Journal of Baltic Science Education, 12(4), 482–496.
  • Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. American Biology Teacher, 68(6), 342–345.
  • Lujan, H. L., & DiCarlo, S. E. (2006). Too much teaching, not enough learning: What is the solution? Advances in Physiology Education, 30(1), 17–22.
  • Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2016). Improving students’ critical thinking skills through remap NHT in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(1), [11].
  • Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(1), [2].
  • Molefe, L., Stears, M., & Hobden, S. (2016). Exploring student teachers’ views of science process skills in their initial teacher education programmes. South African Journal of Education, 36(3), 1–12.
  • Muhlisin, A., Susilo, H., Amin, M., & Rohman, F. (2016). Improving critical thinking skills of college students through RMS model for learning basic concepts in science. Asia-Pacific Forum on Science Learning and Teaching, 17(1), [12].
  • Mutlu, A., & Acar-Şeşen, B. (2018). Pre-service science teachers’ understanding of chemistry: A factorial design study. Eurasia Journal of Mathematics, Science & Technology Education, 14(7), 2817–2837.
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Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers

Yıl 2019, Cilt: 19 Sayı: 80, 151 - 170, 15.02.2019

Öz

Purpose: Although
critical thinking skills (CTS) and scientific process skills (SPS) are the
beneficial skills needed in the 21
st century learning, the fact is
that the acquisition of these two skills is still low. Research w
ith
a focus
on improving these skills by using inquiry-based
approach is also limited. Therefore, this quasi-experimental study aimed to enhance
preservice elementary teachers’ CTS and SPS by using Inquiry-Based Laboratory
Instruction (IBLI).


Method: A pretest-posttest
control group design was executed. A total of 43 students who attended Teaching
Science in Elementary School-II
Laboratory Course at the Muhammadiyah
University of Ponorogo were divided into two groups using cluster random
sampling. The experimental group (
n=21)
was taught by using IBLI, while the control group (
n=22) was taught by using traditional laboratory method. The
Oliver-Hoyo Rubric for Critical Thinking (OHRCT) and the Observation Checklist for
SPS (OCSPS) were administered. The data were then analyzed by using normalized
gain score and Mann-Whitney
U test at
significance level .05.



Findings: There was a significant
difference in terms of CTS and SPS between control and experimental groups in
favor of experimental group students. It was found out that gained CTS score of
control and experimental group students was .58 and .80, while gained SPS score
was .60 and .81, respectively. It can be highlighted that IBLI had a
significant effect on preservice elementary teachers’ performance compared to
the conventional group.


Implications for Research and Practice:

The findings suggest that IBLI is considered as the effective method to foster
CTS and SPS of preservice elementary teachers. According to results, it is
recommended that preservice teachers need to be given opportunities to develop
hands-on and minds-on experiences in the science laboratory activities. The
lecturers should utilize IBLI to develop students’ various lifelong learning
skills.


Kaynakça

  • Abdullah, S., & Shariff, A. (2008). The effects of inquiry-based computer simulation with cooperative learning on scientific thinking and conceptual understanding of gas laws. Eurasia Journal of Mathematics, Science & Technology Education, 4(4), 387–398.
  • Ahrari, S., Samah, B. A., Hassan, M. S., Wahat, N. W., & Zaremohzzabieh, Z. (2016). Deepening critical thinking skills through civic engagement in Malaysian higher education. Thinking Skills and Creativity, 22, 121–128.
  • Akben, N. (2015). Improving science process skills in science and technology course activities using the inquiry method. Education and Science, 40(179), 111–132.
  • Akınoglu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 71–81.
  • Aktas, G. S., & Ünlü, M. (2013). Critical thinking skills of teacher candidates of elementary mathematics. Procedia - Social and Behavioral Sciences, 93, 831–835.
  • Allen, M. (2008). Promoting critical thinking skills in online ınformation literacy ınstruction using a constructivist approach. College & Undergraduate Libraries, 15(1-2), 21–38.
  • Arabacioglu, S., & Unver, A. O. (2016). Supporting inquiry based with mobile learning to enhance students’ process skills in science education. Journal of Baltic Science Education, 15(2), 216–231.
  • Artayasa, I. P., Susilo, H., Lestari, U., & Indriwati, S. E. (2016). The effectiveness of the three levels of inquiry in improving teacher training students’ science process skills. Journal of Baltic Science Education, 16(6), 908–919.
  • Avsec, S., & Kocijancic, S. (2014). The effect of the use of an inquiry-based approach in an open learning middle school hydraulic turbine optimisation course. World Transactions on Engineering and Technology Education, 12(3), 329–337.
  • Aydogdu, B. (2017). A study on basic process skills of Turkish primary school students. Eurasian Journal of Educational Research, 67, 51–69.
  • Azar, A. (2010). The effect of critical thinking dispositions on students achievement in selection and placement exam for university in Turkey. Journal of Turkish Science Education, 7(1), 61–73.
  • Baser, M., & Durmuş, S. (2010). The effectiveness of computer supported versus real laboratory inquiry learning environments on the understanding of direct current electricity among pre-service elementary school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47–61.
  • Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches. California: Sage Publications, Inc.
  • Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the blended socratic method of teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81–89.
  • Brahler, C. J., Quitadamo, I. J., & Johnson, E. C. (2002). Student critical thinking is enhanced by developing exercise prescriptions using online learning modules. Advances in Physiology Education, 26(3), 210–221.
  • Budsankom, P., Sawangboon, T., Damrongpanit, S., & Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652.
  • Canziani, B., & Tullar, W. L. (2017). Developing critical thinking through student consulting projects. Journal of Education for Business, 92(6), 271–279.
  • Casem, M. L. (2006). Student perspectives on curricular change: Lessons from an undergraduate lower-division biology core. CBE - Life Science Education, 5, 65–75.
  • Chairam, S., Klahan, N., & Coll, R. K. (2015). Exploring secondary students’ understanding of chemical kinetics through inquiry-based learning activities. Eurasia Journal of Mathematics, Science and Technology Education, 11(5), 937–956.
  • Chairam, S., Somsook, E., & Coll, R. K. (2009). Enhancing Thai students’ learning of chemical kinetics. Research in Science & Technological Education, 27(1), 95–115.
  • Chiappetta, E. L. (1997). Inquiry-based science: Strategies and techniques for encouraging inquiry in the classroom. The Science Teacher, 64(7), 22–26.
  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. California: Sage Publications, Inc.
  • Darus, F. B., & Saat, R. M. (2014). How do primary school students acquire the skill of making hypothesis. The Malaysian Online Journal of Educational Science, 2(2), 20–26.
  • Demircioglu, T., & Ucar, S. (2015). Investigating the effect of argument-driven inquiry in laboratory instruction. Educational Sciences: Theory & Practice, 15(1), 267–283.
  • Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908.
  • Ekahitanond, V. (2013). Promoting university students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta Journal of Educational Research, 59(2), 247–265.
  • Ennis, R. H. (2011). The nature of critical thinking: An outline of critical thinking dispositions. Retrieved from http://faculty.education.illinois.edu/rhennis/documents/TheNatureof CriticalThinking_51711_000.pdf
  • Facione, P. A. (2011). Critical thinking: What it is and why it counts. Millbrae, CA: Measured Reasons and The California Academic Press.
  • Feyzioglu, B., Demirdağ, B., Akyıldız, M., & Altun, E. (2012). Developing a science process skills test for secondary students: Validity and reliability study. Educational Science Theory and Practice, 12(3), 1899–1906.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gehring, K. M., & Eastman, D. A. (2008). Information fluency for undergraduate biology majors: Applications of inquiry-based learning in a developmental biology course. CBE Life Sciences Education, 7, 54–63.
  • Green, S. B., & Salkind, N. J. (2008). Using SPSS for windows and macintosh (Analyzing and understanding data). New Jersey: Pearson Prentice Hall.
  • Greenwald, R. R., & Quitadamo, I. J. (2014). A mind of their own: Using inquiry-based teaching to build critical thinking skills and intellectual engagement in an undergraduate neuroanatomy course. The Journal of Undergraduate Neuroscience Education, 12(2), A100–A106.
  • Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental and Science Education, 10(1), 111–132.
  • Gupta, T., Burke, K. A., Mehta, A., & Greenbowe, T. J. (2015). Impact of guided-inquiry-based instruction with a writing and reflection emphasis on chemistry students’ critical thinking abilities. Journal of Chemical Education, 92(1), 32–38.
  • Hake, R. R. (1999). Analyzing change/gain scores. Retrieved from http://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf
  • Hardianti, T., & Kuswanto, H. (2017). Difference among levels of inquiry: Process skills improvement at senior high school in Indonesia. International Journal of Instruction, 10(2), 119–130.
  • Hsiao, H.-S., Chen, J.-C., Hong, J.-C., Chen, P.-H., Lu, C.-C., & Chen, S. Y. (2017). A five-stage prediction-observation-explanation inquiry-based learning model to improve students’ learning performance in science courses. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3393–3416.
  • Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018a). A survey analysis of pre-service chemistry teachers’ critical thinking skills. MIER Journal of Educational Studies, Trends & Practices, 8(1), 57–73.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018b). Undergraduate students’ science process skills in terms of some variables: A perspective from Indonesia. Journal of Baltic Science Education, 17(5), 751–764.
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (2018c). The investigation of university students’ science process skills and chemistry attitudes at the laboratory course. Asia-Pacific Forum on Science Learning and Teaching, 19(2), [7].
  • Irwanto, Rohaeti, E., & Prodjosantoso, A. K. (in press). Analyzing the relationships between pre-service chemistry teachers’ science process skills and critical thinking skills. Journal of Turkish Science Education.
  • Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017a). Students’ science process skill and analytical thinking ability in chemistry learning. In AIP Conference Proceedings (Vol. 1868, pp. 1–5). https://doi.org/10.1063/1.4995100.
  • Irwanto, Rohaeti, E., Widjajanti, E., & Suyanta. (2017b). The development of an integrated assessment instrument for measuring analytical thinking and science process skills. In AIP Conference Proceedings (Vol. 1847, pp. 1–6). https://doi.org/10.1063/1.4983907.
  • Irwanto, Saputro, A. D., Rohaeti, E., & Prodjosantoso, A. K. (2018). Promoting critical thinking and problem solving skills of pre-service elementary teachers through process-oriented guided-inquiry learning (POGIL). International Journal of Instruction, 11(4), 777–794.
  • Ješková, Z., Lukáč, S., Hančová, M., Šnajder, Ľ., Guniš, J., Balogová, B., & Kireš, M. (2016). Efficacy of inquiry-based learning in mathematics, physics and informatics in relation to the development of students’ inquiry skills. Journal of Baltic Science Education, 15(5), 559–574.
  • Karsli, F., & Şahin, Ç. (2009). Developing worksheet based on science process skills: Factors affecting solubility. Asia-Pacific Forum on Science Learning and Teaching, 10(1), [15].
  • Ketpichainarong, W., Panijpan, B., & Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. International Journal of Environmental & Science Education, 5(2), 169–187.
  • Koc, Y., Doymus, K., Karacop, A., & Simşek, Ü. (2010). The effects of two cooperative learning strategies on the teaching and learning of the topics of chemical kinetics. Journal of Turkish Science Education, 7(2), 52–65.
  • Konur, K. B., & Yıldırım, N. (2016). Pre-service science and primary school teachers’ identification of scientific process skills. Universal Journal of Educational Research, 4(6), 1273–1281.
  • Löfgren, R., Schoultz, J., Hultman, G., & Björklund, L. (2013). Exploratory talk in science education: Inquiry-based learning and communicative approach in primary school. Journal of Baltic Science Education, 12(4), 482–496.
  • Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. American Biology Teacher, 68(6), 342–345.
  • Lujan, H. L., & DiCarlo, S. E. (2006). Too much teaching, not enough learning: What is the solution? Advances in Physiology Education, 30(1), 17–22.
  • Mahanal, S., Zubaidah, S., Bahri, A., & Dinnurriya, M. S. (2016). Improving students’ critical thinking skills through remap NHT in biology classroom. Asia-Pacific Forum on Science Learning and Teaching, 17(1), [11].
  • Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015). Effects of using inquiry-based learning on science achievement for fifth-grade students. Asia-Pacific Forum on Science Learning and Teaching, 16(1), [2].
  • Molefe, L., Stears, M., & Hobden, S. (2016). Exploring student teachers’ views of science process skills in their initial teacher education programmes. South African Journal of Education, 36(3), 1–12.
  • Muhlisin, A., Susilo, H., Amin, M., & Rohman, F. (2016). Improving critical thinking skills of college students through RMS model for learning basic concepts in science. Asia-Pacific Forum on Science Learning and Teaching, 17(1), [12].
  • Mutlu, A., & Acar-Şeşen, B. (2018). Pre-service science teachers’ understanding of chemistry: A factorial design study. Eurasia Journal of Mathematics, Science & Technology Education, 14(7), 2817–2837.
  • National Council for Excellence in Critical Thinking [NCECT]. (2013). Critical thinking. Retrieved from http://www.criticalthinking.org/pages/thenational-council-for-excellence-in-critical-thinking/406.
  • Oliver-Hoyo, M. T. (2003). Designing a written assignment to promote the use of critical thinking skills in an introductory chemistry course. Journal of Chemical Education, 80(8), 899–903.
  • Ongowo, R. O. (2017). Secondary school students’ mastery of integrated science process skills in Siaya county, Kenya. Creative Education, 8, 1941–1956.
  • Osman, K., & Vebrianto, R. (2013). Fostering science process skills and improving achievement through the use of multiple media. Journal of Baltic Science Education, 12(2), 191–204.
  • Ozdem-Yilmaz, Y., & Cavas, B. (2016). Pedagogically desirable science education: Views on inquiry-based science education in Turkey. Journal of Baltic Science Education, 15(4), 506–522.
  • Ozgür, S. D., & Yilmaz, A. (2017). The effect of inquiry-based learning on gifted and talented students’ understanding of acids-bases concepts and motivation. Journal of Baltic Science Education, 16(6), 994–1008.
  • Padilla, M. J. (1990). Science process skills. National association of research in science teaching publication: Research matters - to the science teacher (9004). Retrieved from http://www.narst.org/publications/research/skill.cfm.
  • Pradina, L. P., & Suyatna, A. (2018). Atom core interactive electronic book to develop self efficacy and critical thinking skills. The Turkish Online Journal of Educational Technology, 17(1), 17–23.
  • Quitadamo, I. J., Faiola, C. L., Johnson, J. E., & Kurtz, M. J. (2008). Community-based inquiry improves critical thinking in general education biology. CBE Life Sciences Education, 7, 327–337.
  • Rissing, S. W., & Cogan, J. G. (2009). Can an inquiry approach improve college student learning in a teaching laboratory? CBE Life Sciences Education, 8, 55–61.
  • Sağlam, M. K., & Şahin, M. (2017). Inquiry-based Professional Development Practices for Science Teachers. Inquiry-Based Professional Development Practices for Science Teachers, 14(4), 66–76.
  • Sari, S. A., Jasmidi, Kembaren, A., & Sudrajat, A. (2018). The impacts of chemopoly-edutainment to learning activities and responses. Journal of Education and Learning, 12(2), 311–318.
  • Scriven, M., & Paul, R. (1987). Defining critical thinking. In The 8th Annual International Conference on Critical Thinking and Education Reform. Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766
  • Sen, C., & Vekli, G. S. (2016). The impact of inquiry based instruction on science process skills and self-efficacy perceptions of pre-service science teachers at a university level biology laboratory. Universal Journal of Educational Research, 4(3), 603–612.
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin Company.
  • Škoda, J., Doulík, P., Bílek, M., & Šimonová, I. (2015). The effectiveness of inquiry based science education in relation to the learners’ motivation types. Journal of Baltic Science Education, 14(6), 791–803.
  • Tatar, N. (2012). Inquiry-based science laboratories: An analysis of preservice teachers’ beliefs about learning science through inquiry and their performances. Journal of Baltic Science Education, 11(3), 248–267.
  • Wang, C.-H. (1993). Improving chemistry experimental learning through process-mapping-hydrolysis of p-nitroacetanilide-. Bull. Nat’l Taiwan Nor. Univ., 38, 157–173.
  • Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691–697.
  • Yakar, Z., & Baykara, H. (2014). Inquiry-based laboratory practices in a science teacher training program. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 173–183.
  • Yang, H., & Park, J. (2017). Identifying and applying factors considered important in students’ experimental design in scientific open inquiry. Journal of Baltic Science Education, 16(6), 932–945.
  • Žoldošová, K., & Matejovičová, I. (2010). Finding out how the elementary school children manipulate with empirical material and how they process the obtained information. International Electronic Journal of Elementary Education, 2(3), 327–347.
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

İrwanto - Bu kişi benim

Anip Dwi Saputro Bu kişi benim

Eli Rohaetı Bu kişi benim

Anti Kolonial Prodjosantoso Bu kişi benim

Yayımlanma Tarihi 15 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 19 Sayı: 80

Kaynak Göster

APA -, İ., Saputro, A. D., Rohaetı, E., Prodjosantoso, A. K. (2019). Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research, 19(80), 151-170.
AMA - İ, Saputro AD, Rohaetı E, Prodjosantoso AK. Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research. Şubat 2019;19(80):151-170.
Chicago -, İrwanto, Anip Dwi Saputro, Eli Rohaetı, ve Anti Kolonial Prodjosantoso. “Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills Among Preservice Elementary Teachers”. Eurasian Journal of Educational Research 19, sy. 80 (Şubat 2019): 151-70.
EndNote - İ, Saputro AD, Rohaetı E, Prodjosantoso AK (01 Şubat 2019) Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research 19 80 151–170.
IEEE İ. -, A. D. Saputro, E. Rohaetı, ve A. K. Prodjosantoso, “Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers”, Eurasian Journal of Educational Research, c. 19, sy. 80, ss. 151–170, 2019.
ISNAD -, İrwanto vd. “Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills Among Preservice Elementary Teachers”. Eurasian Journal of Educational Research 19/80 (Şubat 2019), 151-170.
JAMA - İ, Saputro AD, Rohaetı E, Prodjosantoso AK. Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research. 2019;19:151–170.
MLA -, İrwanto vd. “Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills Among Preservice Elementary Teachers”. Eurasian Journal of Educational Research, c. 19, sy. 80, 2019, ss. 151-70.
Vancouver - İ, Saputro AD, Rohaetı E, Prodjosantoso AK. Using Inquiry-Based Laboratory Instruction to Improve Critical Thinking and Scientific Process Skills among Preservice Elementary Teachers. Eurasian Journal of Educational Research. 2019;19(80):151-70.