A conceptual of teaching models inquiry-based social constructivism (IbSC)

1st International Conference on Environmental Geography and Geography Education

生态环境科学;地球科学

Perdana, R.^1 ; Budiyono^1 ; Sajidan^1 ; Sukarmin^1 ; Atmojo, I.R.W.^1

Teacher Training and Education Faculty, Universitas Sebelas Maret, Indonesia^1

关键词: Collaborative learning;    Conceptual model;    Inquiry learning;    Inquiry-based;    Learning process;    Social constructivism;    Social elements;    Teaching model;   

Others  :  https://iopscience.iop.org/article/10.1088/1755-1315/243/1/012110/pdf
DOI  :  10.1088/1755-1315/243/1/012110

学科分类：环境科学（综合）

来源: IOP

【 摘 要 】

This study aims to 1) review the five-stage levels of inquiry learning, 2) describe the relationship of inquiry learning with social constructivism. 3) describe the conceptual models of inquiry-based social constructivism (IbSC) in chemistry learning. The 5-stage levels of inquiry learning recommended by Wenning are observation, manipulation, generalization, verification, application. This research is a qualitative descriptive based on literature from the five-stage levels of inquiry with psychology unsure a social constructivism as an effort to maximize the learning of chemistry. The results show that the five-stage levels of inquiry learning are founded some weaknesses, the learning process is an individualist, the social element is low and collaborative learning is weak, therefore in learning need to exchange information and ideas between an individual in the group and another. Conceptually the weakness of inquiry learning can be minimized through the added element of social constructivism. The syntax of inquiry-based social constructivism (IbSC) model can be formulated into 6 steps consist of observation, peer reconstruction, peer manipulation, generalization, peer verification, and application.