scholarly journals STUDENTS’ QUESTIONS IN INQUIRY-BASED CHEMISTRY CLASSROOMS

2017 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Winnie Sim Siew Li1 ◽  
Mohammad Y Yusof Arshad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Learning Science ◽  
Inquiry Teaching ◽  
Process Skills ◽  
Science Process Skills ◽  
Chemistry Teachers ◽  
Low Order

Questioning plays an important part in the teaching and learning science. Previous research has extensively focused on teachers’ questions compared to students’ questions. Research of students’ questions is vital as it shows how students think and their understanding of a content studied. Hence, this research focuses on students’ questions, types of questions asked and the sequence(s) after students’ question. Twenty three chemistry teachers and their students of national secondary schools were involved in this study. Ninety two chemistry lessons were observed, audio and video recorded. Transcript of the lessons showed that students’ questions were mainly related to content or science process skills as emphasised in inquiry teaching and learning. However, most questions asked by students were low order closed questions. The sequence after students’ questions with the highest percentage (83.33%) was IR (Initiation from student, followed by teachers’ response). This sequence showed that chemistry teachers in this study did not display inquiry-based questioning characteristics because in inquiry teaching, teachers should avoid responding to students’ questions. Instead, they should provide opportunities for students to respond to their friends’ questions. Hence, teachers should move towards student initiated inquiry, where students ask higher order thinking questions and increasing the interaction among the students.

scholarly journals The Development of Subject Specific Pedagogy with SETS Vision to Improve Science Process Skills and Learning Motivation

2020 ◽  
Vol 3 ◽  
pp. 549-552
Author(s):  
Erwin Prastyo
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Student Response ◽  
Learning Science ◽  
Process Skills ◽  
Literature Study ◽  
Science Process Skills ◽  
Subject Specific ◽  
Science Motivation ◽  
Teaching Learning

The aims of this research are to develop Subject Specific Pedagogy with SETS vision that consist of syllabus, lesson plans, students worksheets, and evaluation sheets that can be applied in teaching learning to develop science process skills and learning science motivation for seventh grade students in Junior High School. The study was a Research and Development (R&D) with students in class VII MTs Darul Ishlah Sukorejo as a subject of study. The research start from September to November 2019. The study began with a literature study and field study to obtain information about the problem faced at school, and followed by planning, drafting and validating product by experts. The result shows that Subject Specific Pedagogy with SETS vision feasible to use in teaching and learning based on the validation result from lecturer, teacher, and student response. The Subject Specific Pedagogy with SETS vision potential for develop the science process skills and learning science motivation of students.

scholarly journals Analisis Keterampilan Proses Sains Calon Guru Biologi Terhadap HOTS

BIODIK ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 35-45
Author(s):  
Lutphi Safahi ◽  
Arum Pusporini ◽  
Susilo Susilo ◽  
Budhi Akbar
Keyword(s):  
Quantitative Methods ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Process Skills ◽  
Microsoft Excel ◽  
Biology Teachers ◽  
Higher Order Thinking Skills ◽  
Science Process Skills ◽  
High Level

The low problem-solving ability in understanding biology lessons makes biology lessons difficult for some prospective teachers to learn. This study aims to determine the contribution of science process skills to higher-order thinking skills. This study uses quantitative methods to analyse the HOTS skills of prospective biology teachers. The quantitative descriptive method used in this study. Data collected from 59 respondents through the Saturated Sampling technique. The instrument used was 54 multiple choice questions with indicators of science process skills and higher-order thinking skills. The data obtained is processed quantitatively with Microsoft Excel. Prospective Biology teachers have the contribution of science process skills with a high level of ability of 13% and a contribution is known. This research proves that the contribution of science process skills to prospective biology teachers to higher-level thinking skills has low categorisation. Keywords: Science Process Skills; Pre-service Teachers Biology; High-level Thinking Ability; biology lessons. Abstrak. Rendahnya kemampuan pemecahan masalah dalam memahami pelajaran biologi menyebabkan pelajaran biologi menjadi sulit dipelajari oleh sebagian calon guru. Studi ini bertujuan untuk mengetahui kontribusi keterampilan proses sains terhadap kemampuan berpikir tingkat tinggi. Penelitian ini menggunakan metode kuantitatif untuk menganalisa keterampilan HOTS calon guru biologi. Metode penelitian yang digunakan adalah diskriptif kuantitatif. Data dikumpulkan dengan sampel sebanyak 59 mahasiswa melalui teknik Sampling Jenuh. Instrumen yang digunakan berupa 54 soal pilihan ganda dengan indikator keterampilan proses sains dan kemampuan berpikir tingkat tinggi. Data yang diperoleh diolah secara kuantitatif dengan Microsoft Excel. Calon guru Biologi memiliki hasil kontribusi keterampilan proses sains dengan kemampuan berpikir tingkat tinggi sebesar 13% dan diketahui adanya kontribusi. Penelitian ini membuktikan bahwa kontribusi keterampilan proses sains calon guru biologi terhadap kemampuan berpikir tingkat tinggi memiliki kategori rendah. Kata kunci: Keterampilan Proses Sains; Calon guru biologi; HOTS; Pelajaran biologi.

scholarly journals Reciprocal Teaching Learning: Is it Effective to Improve Students’ Higher Order Thinking Skills and Scientific Process Skills?

2021 ◽  
Vol 4 (1) ◽  
pp. 69-77
Author(s):  
Rofiatul Hidayah ◽  
Sri Latifah ◽  
Happy Komikesari ◽  
Irwan Yusuf
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Reciprocal Teaching ◽  
Process Skills ◽  
Higher Order Thinking Skills ◽  
Science Process Skills ◽  
Post Test ◽  
Class Average ◽  
Teaching Learning

This study aimed to measure the effectiveness of using the reciprocal teaching learning model on the higher order thinking skills and science process skills of students. The research method used is a Quasi Experiment. Based on the results of the research calculated by the independent sample t-test from the post-test results of the control class of 66.97 and the experimental class of 77.71, it was obtained tcountmore than ttable (10.167 more than  1.996) and the percentage of observation results from the control class average of 73 and the mean The experimental class average is 76, so that the tcount value is greater than the ttable ((3.656 more than 1.996). Then the effectiveness of the reciprocal teaching model is known through the effect size test and the value of d = 0.5 is obtained. Based on these results, it can be concluded that the reciprocal model This teaching is effective in improving higher order thinking skills and science process skills.

scholarly journals The Competency of Science Teachers in Integrating Higher Order Thinking Skills in Teaching and Learning

2021 ◽  
Vol 1793 (1) ◽  
pp. 012005
Author(s):  
A S Ab Halim ◽  
K Osman ◽  
M S A Mohd Aziz ◽  
M F Ibrahim ◽  
A A K Ahmad
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills

‘First Listen to My Voice'

2021 ◽  
pp. 189-207
Author(s):  
Raz Shpeizer ◽  
Amnon Glassner
Keyword(s):  
Teaching And Learning ◽  
Mikhail Bakhtin ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Authentic Self

This chapter offers to illuminate some of the complex relations between conscious, rational, higher order human functions and unconscious and intuitive processes, especially in the context of teaching and learning of higher order thinking. The chapter will consider dialogical models, especially those of Richard Paul and Mikhail Bakhtin, for teaching and learning of higher order thinking, which take into account these complex relations, and aims at optimizing higher order thinking skills and dispositions, without neglecting human's emotional side and their need for authentic self-expression.

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