Program Latihan Kemahiran

Berfikir Aras Tinggi (KBAT) bagi

Jurulatih Utama Sains

(Training Programme on Higher Order

Thinking Skills for Science Coaches)

Inquiry-based Science Education (IBSE)

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It is grounded in the belief that it is

important to ensure that students truly

understand what they are learning, and

not simply memorize content and

information (Worth, Duque & Saltiel, 2009).

Inquiry Based Science Education

(IBSE)

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Why “Inquiry”? (Ferko & Ferko, 2005)

• Students’ understandings and abilities are grounded in inquiry. An understanding of student learning.

• Inquiry helps students. • Understand scientific concepts and the nature of science.• Appreciate the process of gaining knowledge through science.• Develop skills necessary to become “independent inquirers”.

• Inquiry is basic to science education.• All students can learn through inquiry.

• Science is presented and conducted in ways that are within their developmental capabilities.

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Why “Inquiry”? (Çavas, Holbrook, Kask & Rannikmae, 2013)

• Research has convincingly demonstrated the benefits of inquiry teaching, which contribute to:

- students' cognitive development (Hofstein, Navon, Kipnis & Mamlok-Naaman, 2005; Wallace, Tsoi, Calkin & Darley, 2003),

- the development of flexible and adaptive thinkers, and the encouragement of students' creative thinking and handling risk-taking situations (Zion, 2007; Gürses, Açıkyıldız, Doğar & Sözbilir, 2007; Trumbull, Bonney & Grudens-Schuck, 2005).

• Furthermore, research has also pointed to the importance of the students' affective domain - motivation and positive attitudes towards undertaking science learning (Blumenfeld, Kempler, Krajcik, 2006; Chin & Kayalvizhi, 2005).

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It is an Approach to teaching and

learning science that comes from (Worth, Duque & Saltiel, 2009):

1. An understanding of student learning. • Students attempt to make sense of the world

around them – to make it predictable – by looking for patterns and relationships in their experiences and through interaction with others.

• Students construct their understanding through reflection on their experiences.

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It is an Approach to teaching and

learning science that comes from (Worth, Duque & Saltiel, 2009):

2. The nature of science inquiry. • Explore: students become familiar with the

phenomenon they will study.• Investigate: Students plan and carry out

investigations.• Draw Final Conclusions: students synthesize what

they have learned and come to some final conclusions.

• Communicate: Students communicate their new understanding to a wider audience.

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It is an Approach to teaching and

learning science that comes from (Worth, Duque & Saltiel, 2009):

3. A focus on content. • An overview of important concepts often

appears in country frameworks and syllabus. But the specifics depend heavily on the local context and the interests of students and teachers.

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INQUIRY LEARNING IN THE

MALAYSIAN NATIONAL SCIENCE

CURRICULUM (1)

• Inquiry learning has been in the curriculum since 1960s.

• Inquiry is defined in the Malaysian science curriculum as the process of finding out which involves

o asking questions,

o examining or investigating a particular

phenomenon using our senses and

o cognition.

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• It is the use of the science process skills,

scientific knowledge and scientific

attitude to engage in discovery, to learn a particular concept, to reason and to solve problem.

INQUIRY LEARNING IN THE

MALAYSIAN NATIONAL SCIENCE

CURRICULUM (2)

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Teaching and Learning Strategies

in the Science Curriculum (1)

(Strategi Pengajaran dan Pembelajaran dalam kurikulum sains)

• Thoughtful Learning

(Pembelajaran berfikrah)

– A process of acquisition and mastery of skills and knowledge that could develop our children’s mind to the optimal stage.(Satu proses pemerolehan danpenguasaan kemahiran dan ilmupengetahuan yang dapatmengembangkan minda seseorangmurid ke tahap yang optimum.)

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• Activities that are planned for thoughtful learning need to be able to bring about critical & creative thinking, and not routine.

(Aktiviti yang dirancangkan dalam pembelajaran berfikrah mestiyang dapat mencetuskan pemikiran kritis dan kreatif murid danbukan lazim).

• Questions or problems posed to the students are of high levels and students are to solve the problems using their creative and critical capabilities.

(Soalan atau masalah yang beraras tinggi ditanyakan kepadamurid dan murid diminta menyelesaikan masalahmenggunakan daya kreatif dan kritis mereka).

Teaching and Learning Strategies in

the Science Curriculum (2)

(Strategi Pengajaran dan Pembelajaran dalam kurikulum sains)

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• Students are actively involved in the T&L which integrate

o the acquisition of knowledge

o the mastery of skills and

o the inculcation of moral values and scientific attitudes.

(Murid dilibatkan secara aktif dalam PdP yang mengintegrasikan pemerolehan pengetahuan, penguasaan kemahiran dan penerapan nilai murni dansikap saintifik).

Teaching and Learning Strategies in

the Science Curriculum (2)

(Strategi Pengajaran dan Pembelajaran dalam kurikulum sains)

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Teaching Approaches in Science(Pendekatan PdP Sains)

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Inquiry Discovery(1)

(Penemuan Inkuiri)

• Focus on learning

through experience.

• Generally, inquiry

refers to looking for information, questioningand investigatingphenomena that are happening around us.

• mementingkanpembelajaran melaluipengalaman.

• Secara amnya, inkuiribermaksud mencarimaklumat, menyoaldan menyiasatsesuatu fenomenayang berlaku di sekeliling.

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• Discovery is the main characteristic of inquiry.

• Learning through discovery happens when the concepts and

principles are

investigated and

discovered by

students themselves.

• Penemuan berupakansifat utama inkuiri.

• Pembelajaran secarapenemuan berlakuapabila konsep danprinsip utama dikajidan ditemui olehmurid sendiri.

Inquiry Discovery(2)

(Penemuan Inkuiri)

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• Through activities such as experiments, students investigate a certain phenomenon and reach

their own conclusion.

• Teachers then guide the students to understand the scientific concepts through the outcomes of the inquiry process.

• Murid melalui aktivitiseperti eksperimenakan menyiasatsesuatu fenomenadan mencapaikesimpulan sendiri.

• Guru kemudianmembimbing muriduntuk memahamikonsep sains melaluihasil inkuiri tersebut.

Inquiry Discovery(3)

(Penemuan Inkuiri)

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• During the inquiry process, thinking skills and scientific skills are developed.

• Note: The discovery inquiry approach may not be suitable for all T&L situations. Certain concepts and principles could be more suitable to be exposed directly or to use guided inquiry.

• Kemahiran berfikir dankemahiran saintifikdikembangkan semasaproses inkuiri ini.

• Namun demikian, pendekatan inkuiritidak sesuai digunakandalam semua situasiPdP. Beberapa konsepdan prinsip lebih sesuaididedahkan secaralangsung oleh guru ataumelalui inkuiriterbimbing.

Inquiry Discovery(4)

(Penemuan Inkuiri)

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Science Teacher

Inquiry Rubric

(STIR)

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The Process Circus

• Introduction (10 Minutes)

• Performing the Activities (50 Minutes)

• Reflection in Partner-Pairs (15 Minutes)

• Reflection in Groups of Four (30 Minutes)

• Class Discussion (45 Minutes)

Essential for Science Inquiry:

Science Process Skills

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It focuses on how much information (e.g., guiding question, procedure, and

expected result) is provided to the students and how much guidance you

will provide as the teacher

(Bell, Smetana, and Binns 2005; Herron 1971; Schwab 1962).

The Inquiry Continuum

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• Open Inquiry:

Sinking and Floating

EXPERIENCING

LEVELS OF INQUIRY

• Has the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations and communicating results.

• Requires the most scientific reasoning and greatest cognitive demand from students.

• It is suggested that it is only appropriate to have students conducting open inquiries when they have demonstrated that they can successfully design and carry out investigations when provided with the question. This includes being able to record and analyze data, as well as draw conclusions from the evidence they have collected.(Banchi and Bell, 2008)

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• Guided Inquiry:

Soda Can Float

EXPERIENCING

LEVELS OF INQUIRY

• The teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations.

• It is most successful when students have had numerous opportunities to learn and practice different ways to plan experiments and record data.

• The students need guidance from the teacher as to whether their investigation plans make sense.(Banchi and Bell, 2008)

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• Structured Inquiry:

Dancing Raisin

EXPERIENCING

LEVELS OF INQUIRY

• The question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected.

• While confirmation inquiry are considered lower-level inquiry, they are important because they enable students to gradually develop their abilities to conduct more open ended inquiry.(Banchi and Bell, 2008)

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• Confirmation Inquiry:

Water and Oil

EXPERIENCING

LEVELS OF INQUIRY

• Students are provided with the question and procedure (method), and the results are known in advance.

• It is useful when a teacher’s goal is to reinforce a previously introduced idea; to introduce students to the experience of conducting investigations; or to have students practice a specific inquiry skill, such as collecting and recording data.

• They follow the directions for doing the experiment, record their data, and analyze their results.

• While confirmation inquiry are considered lower-level inquiry, they are important because they enable students to gradually develop their abilities to conduct more open ended inquiry.(Banchi and Bell, 2008)

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(Banchi and Bell, 2008)

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(Worth, Duque and Saltiel, 2009)

Framework of Guided & Open

Inquiries

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Be Creative to Inspire!

He believed that best creativity comes from a

desire to contribute to the lives of others, either

by introducing something new that improves

the quality of their lives or by showing people

that something thought to be impossible is in

fact possible.

Dan Pallotta

Harvard Business Review

September 9, 2013

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Thank you very much for your active engagement!

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