Scientific Level of Inquiry and Classroom Practices: Exploratory Study in Junior High School Students

D. Septiani, A. Wijayanti, D. Setyawan, S. Sujatmika, Tias Ernawati, Widowati Pusporini
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Abstract

The aim of this study is to analyze the relationship between Junior High School students’ perception of inquiry level and implementation of scientific and inquiry level in the science classroom. A total of 41 eighth grade students from two classes at Junior High School (JHS) in Yogyakarta were involved in this study. Students were selected through purposive sampling. Classroom observation, interviews, and documentation of views about scientific inquiry were used to determine knowledge of inquiry and implementation inquiry activities. Data were analyzed by descriptive statistic. The findings show that students who received science instruction through the implementation of inquiry activities still manifest difficulties moving from remembering activities into a true inquiry practice.
科学探究水平与课堂实践:初中生探索性学习
本研究的目的是分析初中生对探究水平的感知与科学课堂中科学探究水平的实施之间的关系。本研究以日惹市初中部两个班共41名八年级学生为研究对象。学生通过有目的的抽样选择。课堂观察、访谈和对科学探究观点的记录被用来确定探究的知识和实施探究活动。资料采用描述性统计分析。研究结果表明,通过实施探究活动接受科学教学的学生仍然表现出从记忆活动到真正的探究实践的困难。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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