Improving Preservice Chemistry Teachers' Critical Thinking and Science Process Skills Using Research-Oriented Collaborative Inquiry Learning

Autor/in	Irwanto, Irwanto
Titel	Improving Preservice Chemistry Teachers' Critical Thinking and Science Process Skills Using Research-Oriented Collaborative Inquiry Learning
Quelle	In: Journal of Technology and Science Education, 13 (2023) 1, S.23-35 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Irwanto, Irwanto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-5349
Schlagwörter	Chemistry; Science Instruction; Critical Thinking; Thinking Skills; State Universities; Comparative Analysis; Science Process Skills; Teaching Methods; Inquiry; Preservice Teachers; Science Teachers; Teacher Education Programs; Foreign Countries; Student Attitudes; Positive Attitudes; STEM Education; Learning Motivation; Check Lists; Cooperative Learning; Indonesia + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Denkfähigkeit; Staatliche Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; STEM; Motivation for studies; Lernmotivation; Checkliste; Kooperatives Lernen; Indonesien
Abstract	This research aims to enhance preservice teachers' critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students' critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students' critical thinking, science process skills, and motivation to learn in STEM-related courses. (As Provided).
Anmerkungen	Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01