Guided inquiry-based model on pre-service teachers conceptual understanding of learning invertebrate zoology

Abstract

The purpose of the current study was to investigate the effects of the guided inquiry-based instructional model (GIBIM) on pre-service biology teachers’ conceptual understanding of invertebrate zoology learning. The research study used a quantitative research method. The study used a non-equivalent quasi-experimental pre-test, post-test group design. Three intact classes were assigned into a treatment group-1, treatment group-2, and comparison group. The groups were taught for eight consecutive weeks with a GIBIM and conventional teaching method, respectively. The data were collected with invertebrate zoology conceptual understanding test items and administered pre-test and post-test. The data were analyzed using one-way ANOVA. The study result revealed that there were significant differences between groups in concept understanding of invertebrate zoology learning. The normalized gains of pre-service biology teachers in the treatment groups were also higher than a comparison group. Henceforth, the GIBIM has sound effect on pre-service biology teachers, understanding of invertebrate zoology concepts. Keywords: conceptual understanding; conventional method; guided inquiry; invertebrate zoology; pre-service teachers