Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning
This research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a qua...
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| Format: | Article |
| Language: | English |
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OmniaScience
2023-01-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | https://www.jotse.org/index.php/jotse/article/view/1796 |
| _version_ | 1811170135957831680 |
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| author | Irwanto Irwanto |
| author_facet | Irwanto Irwanto |
| author_sort | Irwanto Irwanto |
| collection | DOAJ |
| description | This research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students’ critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students’ critical thinking, science process skills, and motivation to learn in STEM-related courses. |
| first_indexed | 2024-04-10T16:53:12Z |
| format | Article |
| id | doaj.art-8adc90e2e8824f0898e1d23b4bcbc83d |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-04-10T16:53:12Z |
| publishDate | 2023-01-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-8adc90e2e8824f0898e1d23b4bcbc83d2023-02-07T11:17:36ZengOmniaScienceJournal of Technology and Science Education2013-63742023-01-01131233510.3926/jotse.1796327Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learningIrwanto Irwanto0Department of Chemistry Education, Universitas Negeri Jakarta, Jakarta 13220, IndonesiaThis research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students’ critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students’ critical thinking, science process skills, and motivation to learn in STEM-related courses.https://www.jotse.org/index.php/jotse/article/view/1796collaborative inquiry learning, critical thinking skills, research-oriented approach, science process skills, general chemistry |
| spellingShingle | Irwanto Irwanto Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning Journal of Technology and Science Education collaborative inquiry learning, critical thinking skills, research-oriented approach, science process skills, general chemistry |
| title | Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning |
| title_full | Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning |
| title_fullStr | Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning |
| title_full_unstemmed | Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning |
| title_short | Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning |
| title_sort | improving preservice chemistry teachers critical thinking and science process skills using research oriented collaborative inquiry learning |
| topic | collaborative inquiry learning, critical thinking skills, research-oriented approach, science process skills, general chemistry |
| url | https://www.jotse.org/index.php/jotse/article/view/1796 |
| work_keys_str_mv | AT irwantoirwanto improvingpreservicechemistryteacherscriticalthinkingandscienceprocessskillsusingresearchorientedcollaborativeinquirylearning |