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Effect of structured inquiry-based laboratory on thinking skills among Biology students

This study aimed to investigate thinking skills practical achievement tests between Biology students who perform Structured Inquiry-based laboratory (SIL) and students who do not (TT) (only traditional teaching in classroom). Two groups of co-ed Form 4 Biologystudents (n=64) from two public schools...

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Main Authors: Lee, Tze Jiun, Kamarudin, Nurzatulshima, Talib, Othman, Hassan, Aminuddin
Format: Article
Language:English
Published: National Organization of Science Teachers and Educators 2018
Online Access:http://psasir.upm.edu.my/id/eprint/72455/1/Effect%20of%20structured%20inquiry-based%20laboratory%20on%20thinking%20skills%20among%20Biology.pdf
http://psasir.upm.edu.my/id/eprint/72455/
https://nosteonline.org/wp-content/uploads/2018/05/EFFECT-OF-STRUCTURED-INQUIRY-BASED-LABORATORY-ON-THINKING-SKILLS-AMONG-BIOLOGY-STUDENTS.pdf
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spelling my.upm.eprints.724552022-08-01T01:32:05Z http://psasir.upm.edu.my/id/eprint/72455/ Effect of structured inquiry-based laboratory on thinking skills among Biology students Lee, Tze Jiun Kamarudin, Nurzatulshima Talib, Othman Hassan, Aminuddin This study aimed to investigate thinking skills practical achievement tests between Biology students who perform Structured Inquiry-based laboratory (SIL) and students who do not (TT) (only traditional teaching in classroom). Two groups of co-ed Form 4 Biologystudents (n=64) from two public schools in Kuala Lumpur, Malaysia were selected for the study. Lower-order thinking skills (LOTS) questionnaires about practical were tested in the pre-test and post-test. A curiosity index model (as covariate) which was developed by Ainely (1987) (cited by Fulcher, 2004) was used to investigate levels of the curiosityprior the experiment started due to curiosity might affect the behavior being observed. The Curiosity Index analysis, TT students had higher level of curiosity than SIL students but no significant differences. TT groups also exhibited higher Breadth and Depth levels of curiosity than the SIL, with no significant different shown.The students who were exposed to SIL achieved significant higher LOTS post-test mean score than TT group with a small effect size (partial eta squared) of .16. This paper suggested that students’ thinking skills can to be nurtured with the suitabletypes of instructional method. Eventhough highly curious students tend to explore their surroundings, but without the implementation of proper instructional methods and techniques by their teachers to continuously inspire their curiosity, it is difficult for them to acquire higher level thinking skills. National Organization of Science Teachers and Educators 2018 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/72455/1/Effect%20of%20structured%20inquiry-based%20laboratory%20on%20thinking%20skills%20among%20Biology.pdf Lee, Tze Jiun and Kamarudin, Nurzatulshima and Talib, Othman and Hassan, Aminuddin (2018) Effect of structured inquiry-based laboratory on thinking skills among Biology students. Journal of Science Teachers and Educators, 1 (1). 21 - 27. ISSN 2619-7391 https://nosteonline.org/wp-content/uploads/2018/05/EFFECT-OF-STRUCTURED-INQUIRY-BASED-LABORATORY-ON-THINKING-SKILLS-AMONG-BIOLOGY-STUDENTS.pdf
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study aimed to investigate thinking skills practical achievement tests between Biology students who perform Structured Inquiry-based laboratory (SIL) and students who do not (TT) (only traditional teaching in classroom). Two groups of co-ed Form 4 Biologystudents (n=64) from two public schools in Kuala Lumpur, Malaysia were selected for the study. Lower-order thinking skills (LOTS) questionnaires about practical were tested in the pre-test and post-test. A curiosity index model (as covariate) which was developed by Ainely (1987) (cited by Fulcher, 2004) was used to investigate levels of the curiosityprior the experiment started due to curiosity might affect the behavior being observed. The Curiosity Index analysis, TT students had higher level of curiosity than SIL students but no significant differences. TT groups also exhibited higher Breadth and Depth levels of curiosity than the SIL, with no significant different shown.The students who were exposed to SIL achieved significant higher LOTS post-test mean score than TT group with a small effect size (partial eta squared) of .16. This paper suggested that students’ thinking skills can to be nurtured with the suitabletypes of instructional method. Eventhough highly curious students tend to explore their surroundings, but without the implementation of proper instructional methods and techniques by their teachers to continuously inspire their curiosity, it is difficult for them to acquire higher level thinking skills.
format Article
author Lee, Tze Jiun
Kamarudin, Nurzatulshima
Talib, Othman
Hassan, Aminuddin
spellingShingle Lee, Tze Jiun
Kamarudin, Nurzatulshima
Talib, Othman
Hassan, Aminuddin
Effect of structured inquiry-based laboratory on thinking skills among Biology students
author_facet Lee, Tze Jiun
Kamarudin, Nurzatulshima
Talib, Othman
Hassan, Aminuddin
author_sort Lee, Tze Jiun
title Effect of structured inquiry-based laboratory on thinking skills among Biology students
title_short Effect of structured inquiry-based laboratory on thinking skills among Biology students
title_full Effect of structured inquiry-based laboratory on thinking skills among Biology students
title_fullStr Effect of structured inquiry-based laboratory on thinking skills among Biology students
title_full_unstemmed Effect of structured inquiry-based laboratory on thinking skills among Biology students
title_sort effect of structured inquiry-based laboratory on thinking skills among biology students
publisher National Organization of Science Teachers and Educators
publishDate 2018
url http://psasir.upm.edu.my/id/eprint/72455/1/Effect%20of%20structured%20inquiry-based%20laboratory%20on%20thinking%20skills%20among%20Biology.pdf
http://psasir.upm.edu.my/id/eprint/72455/
https://nosteonline.org/wp-content/uploads/2018/05/EFFECT-OF-STRUCTURED-INQUIRY-BASED-LABORATORY-ON-THINKING-SKILLS-AMONG-BIOLOGY-STUDENTS.pdf
_version_ 1740827321533726720
score 13.211869

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