The impact of research-oriented collaborative inquiry learning on pre-service teachers' scientific process skills and attitudes
In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus,...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/374099 |
| Acceso en línea: | https://hdl.handle.net/2117/374099 https://dx.doi.org/10.3926/jotse.1583 |
| Access Level: | acceso abierto |
| Palabra clave: | Active learning Research Science -- Study and teaching Education -- Research Research-oriented learning Collaborative inquiry learning Science process skills Scientific attitudes Aprenentatge actiu Investigació Ciència -- Ensenyament Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents::Aprenentatge cooperatiu |
| Sumario: | In the past decade, scientific process skills and scientific attitudes are widely regarded as essential factors influencing students’ achievement and their future career choices. Unfortunately, previous literature found that students’ scientific skills and attitudes tend to be unsatisfactory. Thus, cultivating students’ skills and attitudes is seen as a fundamental goal in science education. This research sought to promote scientific process skills and scientific attitudes of pre-service chemistry teachers using REORCILEA (Research-Oriented Collaborative Inquiry Learning). In this quasi-experimental research, a one-group pretest and posttest design was utilized. A total of 50 pre-service teachers (6 males and 44 females) at a medium-sized public university in Indonesia were recruited in this study. In order to gather data, the Scientific Process Skills Observation Checklist (SPSOC) and the Scientific Attitude Survey (SAS) were administered before and after the intervention. The data obtained in this study were analyzed through paired-samples t-test and Cohen’s d. The results showed a significant increase from pretest to posttest in scientific process skills and scientific attitude scores during treatment, each with a high effect size. It can be summarized that REORCILEA is effective in fostering scientific skills and positive attitudes of pre-service chemistry teachers to a satisfactory level. It is recommended for educators to apply REORCILEA to other college chemistry courses to improve their performance |
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