The Scientific Approach Learning: How prospective science teachers understand about questioning

3rd International Conference on Mathematics, Science and Education 2016

数学;自然科学;教育

Wiyanto^1 ; Nugroho, S.E.^1 ; Hartono^1

Pysics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Indonesia^1

关键词: Microteaching;    Partnership programs;    Science learning;    Science teachers;    Teaching plans;    Video-assisted;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/824/1/012015/pdf
DOI  :  10.1088/1742-6596/824/1/012015

来源: IOP

【 摘 要 】

In the new curriculum, questioning is one of theaspects of scientific approach learning. It means teachers should facilitate students to ask their questions during science learning. The purpose of this research was to reveal the prospective science teachers' understanding about questioning and how the science teachers implement of that in the scientific approach learning. Data of the prospective science teachers' understanding was explored from their teaching plan that produced during microteaching. The microteaching is an activity that should be followed by students before they conduct partnership program in school. Data about theimplementation of questioning that conducted by theteacher was be collected by video-assisted observation in junior school science class. The results showed that majority of the prospective science teachers had difficulty to write down in their teaching plan about how to facilitate students to ask their questions, even majority of them understood that questioning is not students' activity, but it is an activity that should be done by teachers. Based on the observation showed that majority of teachers did not yet implement a learning that facilitates students to ask their questions.