Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
this research is to investigate students’ questions on inquiry-type laboratory in learning heat transfer.
B. Research Problem
Based upon the research background described previously, the research problem of
this study is “How is students’ question on inquiry-type laboratory in learning heat transfer
?” C.
Research Question
Based on the previously stated research problem, this research attempts to explore the following questions:
1. How is students’ question during the planning stage of inquiry-type
laboratory? 2.
How is students’ question during the experiment stage of inquiry-type laboratory?
3. How is students’ question during the discussion stage of inquiry-type
laboratory?
D. Limitation of Problem
In order to avoid a widening problem in this research, then the research will be limited to as follow:
1. Students’ questions in this research is the relevant questions posed by the
students which will be classified by its’ productivity Jelly, 1985.
2. Inquiry-type laboratory features in this research is adapted from National
Research Council 2000 3.
The topic developed in this research is limited to heat transfer such as; conduction, convection and radiation.
Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
E. Research Objective
The research objective is specified to as follow: 1.
To identify students’ question during the planning stage of inquiry-type laboratory
2. To identify students’ question during the experiment stage of inquiry-type
laboratory 3.
To identify students’ question during the discussion stage of inquiry-type laboratory
F. Significance of Research
The result of this research is expected to give a good input to as follow: 1.
For Teachers This research is expected to become a reference in designing an inquiry-type
laboratory in order to develop students’ questions-asking ability. 2.
For Students Through inquiry-type laboratory, it is expected that the student develop
more and better questions in order to understand science not only as a product, but also to understand science as a process
3. For Other Researchers
As input and introductory study to comprehend the effect of inquiry-type laboratory towards students’ question-asking ability in an instruction with
different variable and more problems
Anggita novianti, 2015 STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER III METHODOLOGY
