Science Teachers' Understanding of Scientific Inquiry In Teacher Professional Development

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Adisendjaja, Y.H.^1 ; Rustaman, N.Y.^1 ; Redjeki, S.^1 ; Satori, D.^1

Biology Department, Universitas Pendidikan Indonesia, Jl. Dr.Setiabudi No. 229, Bandung

40154, Indonesia^1

关键词: Inquiry procedure;    Nature of science;    Professional programs;    Science education;    Scientific evidence;    Scientific inquiry;    Scientific investigation;    Teacher professional development;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012054/pdf
DOI  :  10.1088/1742-6596/812/1/012054

来源: IOP

【 摘 要 】

Inquiry is a main goal of science education reform around the world. This study investigated science teachers' understanding of scientific inquiry in teacher professional development program. The content of the program was focused on the nature of science and scientific inquiry. The program was conducted once in a week, every Saturday for 4 weeks, so it took about 30 hours. Twenty five science teachers from 3 districts with 5-25 years' experience were followed this program. Views About Scientific Inquiry modified was administered to all participants before and after TPD. VASI consists of 8 questions: 1) Scientific investigations all begin with a question and do not necessarily test a hypothesis, 2) There is no single set or sequence of steps followed in all investigations, 3) Inquiry procedures are guided by the question asked, 4) All scientists performing the same procedures may not get the same results, 5) Inquiry procedures can influence results, 6) Research conclusions must be consistent with the data collected, 7) Scientific data are not the same as scientific evidence, and 8) Explanations are developed from a combination of collected data and what is already known. Then, all responses are categorized as informed, partially informed, and naive. Results indicated that most of science teachers were not have good understanding of scientific inquiry. 30 hours teacher professional programs led to small measurable enhancements in teachers' understanding of scientific inquiry. Based on these findings, preservice and in-service program should focus on science education reform include scientific inquiry.