STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT.
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN
LEARNING HEAT TRANSFER CONCEPT
Research Paper
Submitted as Requirement to Obtain Degree of SarjanaPendidikan in International Program on Science Education Study Program
By:
AnggitaNovianti K 1100997
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA 2015
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ QUESTIONS ON INQUIRY
-TYPE LABORATORY IN LEARNING
HEAT TRANSFER CONCEPT
Oleh Anggita Novianti
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
© Anggita Novianti 2015 Universitas Pendidikan Indonesia
Oktober 2015
Hak Cipta dilindungi undang-undang.
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
SHEET OF LEGITIMATION
STUDENTS’ QUESTIONS ON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
By:
Anggita Novianti K
Approved and Authorized by, Supervisor I
Dr. Phil. H. Ari Widodo, M.Ed. NIP.196705271992031001
Supervisor II
Rika Rafikah Agustin, M.Pd. NIP. 198308032011211001
Perceive,
Head of International Program on Science Education Study Program
Dr. Diana Rochintaniawati, M.Ed. NIP.196709191991032001
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION
I hereby declare that every aspects which is written in this research paper entitled
“Students’ Questions on Inquiry-Type Laboratory in Learning Heat Transfer
Concept” is absolutely pure the result of my efforts, my own original ideas, work, and I’m not doing any plagiarism from other papers. The opinion from other experts and research which exist in this research paper have been quoted and referenced based on scientific regulation and based on ethical science that apply in society. This declaration is created conciously, when it is found any infraction or infringement towards scientific ethics, or if there is a claim of any others of authenticity of this research paper, I myself willing to be responsible and accept academical sanctions.
Bandung, October 2015 Declarant,
Anggita Novianti K 1100997
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ QUESTIONS ON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT
AnggitaNovianti K
International Program on Science Education ABSTRACT
This study investigated the current profile of students’ question during an inquiry -type laboratory activity. 7th grade students were studying heat transfer through an inquiry-type laboratory activity. A short passage was given to students to initiate a problem in a form of investigative question and the students were asked to design an experiment in order to answer their own questions. Four groups of students from two different class were video and audio-taped. The questions were collected through worksheet and the recordings of the students’ discourse during the activity. The result shows that the students’ asked 41 different productive questions and 34 non-productive questions at the planning stage. It can be seen that the students asked more productive question when they were asked to write down the question on the worksheet compared to when they were having group work activity. At the experiment stage, 8 productive questions and 19 non-productive questions were obtained. The number decreased as the students were setting up the experiment, observing and analyzing. During the discussion stage, the number had significantly decreased into only 6 productive questions and 2 non-productive questions. Productive question was mostly arisen at the planning stage where the students were trying to identify the problem and constructing an investigative question for them to solve. Further research should be able to describe how asking better questions helps students to learn more.
•••
Keywords
Students’ question, Inquiry-type laboratory, Heat transfer, productive question, non-productive question
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
PERTANYAAN SISWA DALAM LABORATORIUM INKUIRI PADA PEMBELAJARAN KONSEP PERPINDAHAN KALOR
AnggitaNovianti K
International Program on Science Education ABSTRAK
Penelitian ini mencari profil terkini dari pertanyaan siswa dalam sebuah kegiatan laboratorium inkuiri. Siswa kelas 7 sedang mempelajari materi perpindahan panas melalui kegiatan laboratorium inkuiri. Sebuah wacana pendek diberikan kepada siswa untuk merangsang timbulnya permasalahan dalam bentuk pertanyaan investigasi, kemudian siswa diminta untuk membuat sebuah eksperimen untuk menjawab pertanyaan mereka sendiri. Empat kelompok siswa dari dua kelas yang berbeda direkam secara video dan audio. Pertanyaan dikumpulkan melalui lembar kerja siswa dan hasil rekaman suara percakapan siswa selama kegiatan berlangsung. Hasilnya menunjukkan bahwa siswa mengajukan 41 pertanyaan produktif yang berbeda dan 34 pertanyaan tidak produktif pada tahap perencanaan. Dapat terlihat bahwa siswa mengajukan pertanyaan produktif lebih banyak ketika diminta untuk menuliskan pertanyaan pada lembar kerja daripada ketika siswa mengajukan pertanyaan secara verbal pada saat kegiatan berlangsung. Pada tahap eksperimen, 8 pertanyaan produktif dan 19 pertanyaan tidak produktif didapatkan. Jumlah pertanyaan siswapun berkurang ketika siswa menyiapkan eksperimen, mengobservasi, dan menganalisa. Pada tahapan diskusi, jumlah pertanyaan siswa menurun drastis menjadi hanya 6 pertanyaan produktif dan 2 pertanyaan tidak produktif. Pertanyaan produktif sering diajukan oleh siswa pada tahap perencanaan dimana siswa berusaha mengidentifikasi masalah dan menyusun pertanyaan investigasi untuk siswa selesaikan. Penelitian selanjutnya dapat menjelaskan bagaimana mengajukan pertanyaan yang lebih baik dapat membantu siswa untuk belajar lebih banyak.
•••
Kata Kunci
Pertanyaan siswa, Laboratorium inkuiri, Perpindahankalor, Pertanyaanproduktif, Pertanyaantidakproduktif
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF CONTENTS
SHEET OF LEGITIMATION ... i
DECLARATION ... ii
ABSTRACT ... iii
PREFACE ... iv
ACKNOWLEDGEMENT ... v
CONTENTS ... vii
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER II INTRODUCTION ... 1
A. Background ... 1
B. Research Problem ... 5
C. Research Question ... 5
D. Limitation of Problem... 5
E. Research Objective ... 6
F. Significance of Research ... 6
CHAPTER II LITERATURE REVIEW ... 7
A. Students’ Question ... 7
B. Inquiry-Type Laboratory ... 9
C. Thermal Energy Concept ... 12
D. Relevant Research ... 14
CHAPTER III RESEARCH METHODOLOGY ... 15
A. Research Method and Research Design ... 15
B. Population and Sample ... 15
C. Operational Definition ... 16
D. Research Instrument ... 17
E. Research Procedure ... 18
CHAPTER IV RESULTS AND DISCUSSIONS ... 22
A. Student’s Questions in Planning Stage of Inquiry-Type Laboratory... 22
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
C. Student’s Questions in Discussion Stage of Inquiry-Type Laboratory ... 38
D. Discussion……….42
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 53
A. Conclusions ... 53
B. Recommendations... 53
REFERENCES ... 55
APPENDICES ... 58
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 2.1 The Differences of Productive and Non-Productive Questions ... 9
Table 2.2 Skills and Abilities in An Inquiry-Type Experiment ... 10
Table 2.3 Essential Features of Classroom Inquiry and Their Variations ... 11
Table 3.1 Stages of Inquiry-Type Laboratory………15
Table 3.2 Framework of Recording Transcription ... 18
Table 4.1 Productive and Non-Productive Questions in Planning Stage ... 23
Table 4.2 Written Questions ... 23
Table 4.3 Distribution of Questions in Planning Stage (Group T1) ... 27
Table 4.4 Distribution of Questions in Planning Stage (Group T2) ... 29
Table 4.5 Distribution of Questions in Planning Stage (Group N1) ... 30
Table 4.6 Distribution of Questions in Planning Stage (Group N2) ... 31
Table 4.7 Productive and Non-Productive Questions in Experiment Stage ... 33
Table 4.8 Distribution of Questions in Experiment Stage (Group T1) ... 34
Table 4.9 Distribution of Questions in Experiment Stage (Group T2) ... 35
Table 4.10 Distribution of Questions in Experiment Stage (Group N1)... 36
Table 4.11 Distribution of Questions in Experiment Stage (Group N2)... 37
Table 4.12 Productive and Non-Productive Questions in Discussion Stage ... 38
Table 4.13 Distribution of Questions in Discussion Stage (Group T1) ... 39
Table 4.14 Distribution of Questions in Discussion Stage (Group T2) ... 40
Table 4.15 Distribution of Questions in Discussion Stage (Group N1) ... 41
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF FIGURES
Figure 2.1 Examples of Each Types of Heat Transfer ... 13
Figure 3.1 Research Scheme ... 20
Figure 4.1 Illustration of Experiment Using Marshmallows ... 42
Figure 4.2 Illustration of Experiment Using Thermometers ... 44
Figure 4.3 The Distribution of Questions at Each Inquiry Stages ... 46
Figure 4.4 The Distribution of Productive & Non-Productive Questions at Each Stage of Inquiry-Type Laboratory ………..………50
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF APPENDICES
APPENDIX A :RESEARCH INSTRUMENT ... 58
A.1 Worksheet ... 59
A.2 Rubric of Question Classification ... 62
A.3 Rubric of Recording Transcription ... 62
A.4 Recording Transcription Form ... 62
A.5 Lesson Plan ... 63
APPENDIX B : RESEARCH DATA ... 66
B.1 List of Students’ Questions ... 67
B.2 Recording Transcription ... 71
B.3 Written Questions on Planning Stage ... 99
B.4 Sample of A Filled Student's Worksheet………..101
APPENDIX C : RESEARCH DOCUMENTATION ... 104
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I INTRODUCTION A.Background
Questioning ability is an integral part of meaningful learning and scientific inquiry. The formulation of a good question is a creative act and at the heart of what doing science is all about (Chin & Osborne, 2010). Hofstein et al. (2005) believe that the development of students’ ability to ask questions should be seen as an important component of scientific literacy and should not be overlooked. When students become a citizen, they will often find themselves in situations in which they will need to ask critical questions and seek answers so that they will need to make a valid decision. Apparently, this is the era where everyone can easily have access to tons of information from tons of both trustable and non trustable sources with just a click of a mouse. Therefore, knowing what is right matters as much as knowing what is wrong, and the only that we can do to know the value of right or wrong is through questioning.
Question is a problem to be solved, a solution demand. Students learn something when there is a problem they discovered or given. Science is not only about the solution, but it is also about how to find the solution itself. Learning how to solve the problem matters as much as finding the solution. The essence of learning science is the ability to apply scientific knowledge in
students’ daily life. Discovering possibilities in life through questions is also a
part of applying scientific knowledge. One of the concerns of nowadays education system is the scientific literacy of the students. Students are considered to have a scientific literacy when they are able to apply their scientific knowledge in making decision and facing problems. A very common activity which can teach students how to find the solution is a laboratory activity.
There are lots of classification of questions that can be used in analyzing questions generated by both teacher and students. The questions can be classified based on their productivity (Jelly, 1985), types of question during a discourse (Chin & Osborne, 2010), and many other classification. Question is a
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form of students’ expression, when students are raising question, it means they are exposing what is in their mind during the time of learning (Marbach-Ad & Sokolove, 2000). Therefore, students’ question can also be a diagnostic tool for
the teacher to discover students’ understanding.
Students do not only raise question simply because they do not know,
question also acts as something else apart from showing students’ puzzlement.
Students’ question plays many other important roles during a teaching-learning process. According to Chin & Osborne (2010) in the process of argumentation, questions generated by the students play important roles in the argumentative process. Inparticular, the questions:
1. Foreground any incomprehension or points of disagreement students had; and pushed them to articulate these either covertly to themselves or overtly to their peers.
2. Prompted students to make explicit their beliefs and claims, thus displaying their (mis)conceptions for peers to examine.
3. Spurred students to identify the key concepts relevant to the scientific phenomenon at hand.
4. Impelled students to make connections between their various ideas, and elicited self- or peer-explanations of the scientific phenomenon.
5. Challenged opposing view points, stimulating peers to critically evaluate their initial ideas and to consider alternative propositions.
A recent research by Chin & Osborne (2010) showed that there is a positive correlation between the numbers of questions students ask with the generated argument they result in. It clearly indicates that students’ question has a pivotal role in helping students construct their knowledge, which in turns helps them to learn. Questions act as a scaffolding stairs for students, it helps students to understand a certain knowledge step by step. It also helps as a reminder for the students of what they understand and what they did not understand on a discussion. When students raise questions, they are expressing their curiosity toward something. A curious student is a student who wants to learn more. Helping students learn from their own question could help increasing their motivation towards learning.
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Learning is not only about answering. Education is expected to help students critically analyze the conditions around them. Researcher analyzes answer, but answer does not come alone before a question was raised. Recently, schools are educating students on how to answer compared to nurture students on the culture of asking (Hofstein, Naaman, & Iyad 2010). Students will later on be the master of answering but still a novice at questioning.
Questions are designed to probe, to find something that is not already there, to discover relationships and possibilities that are not given (Bowker, 2010). Therefore investigative questions which trigger the students to discover more and more likely to be answered by further investigations are considered as higher-order level of question according to Hofstein, et al (2005). However a research by Allmond & Makar (2010) reveals that writing investigative questions emerged as challenging for the students. Students learn from the depth of a question. The deeper the question is, the more knowledge students will be able to learn. Students should not only nurture the habit of asking question, but they also should be able to raise investigative question. For when students are given a state of condition, they can find the possibilities that are not given in the state. It would open their mind to solve their problem in many alternatives of solutions.
Laboratory activities have long had a distinctive and central role in the science curriculum, and science educators have suggested that many benefits accrue from engaging students in science laboratory activities (Hofstein & Lunetta, 2003). They also suggest that through a proper developed inquiry
laboratory the potential to enhance students’ meaningful learning, conceptual
understanding, and their understanding of the nature of science is more likely to happen. Hands-on learning activities alone is believed to be not sufficient for conceptual change and therefore students also needed an opportunity to process for meaning through class discussion of the reasons behind what they observed in their independent design activities according to Dalton et al. (1997).
For well over a century, laboratory experiences have been purported to promote key science education goals including the enhancement of students’ understanding of scientific concepts, interest and motivation, scientific
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practical skills and problem solving abilities, scientific habits of mind, understanding of the nature of science (Hofstein & Lunetta, 2003). Simple inquiry tasks popularly known as “cookbook” may not only fail to help students learn to reason scientifically; they may also foster a nonscientific epistemology in which scientific reasoning is viewed as simple, certain, algorithmic, and focused at a surface level of observation (Chinn & Malhotra, 2002). It would also be a form of creative act to let students solve their problem with their own way, as an application of what they have learned during their life time.
A large number of learning outcomes, particularly inquiry abilities, are best learned through investigations, and those motivated by students' own questions can be invaluable learning opportunities. Students also learn the characteristics of questions that can be properly investigated if they have opportunities to pose and investigate questions (National Research Council, 2000).
It is important to know the quality and types of questions arisen by students. For it is one of the indicators whether the students are able to apply their scientific knowledge or not while working on a group with their peers. Through this research, the flow of information among students inside their discussion can also be seen. Whether all students equally contributed inside the discussion or only dominant persons with high self-esteem and knowledge are the ones in charge of the discussion and activity.
The chosen topic for this research was not randomly picked by the researcher. Heat transfer is one of the topics which have the closest relation
with students’ daily life. Students are familiar with heat, when they feel familiar with a certain topic it is expected that they raise more question in the activity.
Inquiry-based learning has always been a major answer in the demand of a new reformation in science teaching. Researches had proven that inquiry may lead to a better understanding, better achievement, and a more probable meaningful learning. Yet little research had been sufficient to describe how it can affect the questions arisen from the students. Therefore the main focus of
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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.
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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
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CHAPTER III METHODOLOGY
This chapter describes how the research was conducted, the population and sample of the research, operational definitions, the instruments included inside the research and the systematical steps of how to conduct this research in the form of procedure.
A. Research Method and Research Design 1. Research Method
The aim of this research is to investigate the current profile of
students’ question in an inquiry laboratory activity, without
investigating the impact of inquiry-lab activity itself towards students’ achievement. Descriptive method was used in this research because the researcher tried to describe a certain variable in a given state (Fraenkel & Wallen, 2007)
2. Research Design
In this research, the researcher record information on self-designed protocols that helps the researcher to organize information reported by participants to each question (Creswell, 2012). Observation which is the process of gathering open-ended, firsthand information by observing people and places at a research site was used in this research. The data was taken in the forms of recording transcription, and worksheet of students’ work.
The implementation of inquiry-stage laboratory is divided into three stages; planning stage, experiment stage, and discussion stage. Each stages follow the features of inquiry learning described by National Research Council (2000).
Table 3.1 Stages of Inquiry-Type Laboratory
Stage Learning Experience Inquiry Feature Planning Stage 1. Reading a short
passage on the worksheet
Learner engages in scientifically
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2. Writing down questions based on their reading 3. Discussing an
investigative question to be answered 4. Designing an
experiment
oriented questions
Experiment Stage 1. Conducting the designed experiment 2. Collecting data from
the experiment Learner gives priority to evidence in responding to questions Discussion stage 1. Discussing the result of
the experiment 2. Concluding the result 3. Presenting their result
in front of the class
Learner formulate explanations from evidence Learner connects explanations to scientific knowledge Learner communicates and justifies explanations At the planning stage, the students were given a short passage as a trigger for them to raise questions. They were given time to construct and write down questions that went through their mind after reading the given passage. These questions were then written down by the students on their worksheet. After finished writing down their questions, the group discussed a question as their investigative question to be answered through an experiment. The experiment to answer their investigative question, is also established through this discussion.
At the experiment stage, students are required to conduct the experiment they previously designed in the planning stage. The experiment is of course conducted after their experiment design has been approved by the teacher. At the discussion stage, students had
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finished working and observing in their designed experiment. It is the time where students generate a conclusion based on the data they have collected at the experiment stage.
B. Population and Sample
The location of this research was an International Junior High School in Bogor. This school implements National Curriculum 2006 along with Cambridge Curriculum in the learning process. The school also uses English as the main language in the classroom; however Indonesian language is also used at certain times in the classroom.
The population in this research was the 7th grade students. The samples were two classes in 7th grade. The activity and discourse of two groups from each two class were recorded for further analysis.
The criteria for selection of the recorded sample groups were that the chosen students should be (a) verbally expressive so that the discourse could be captured on tape; (b) likely-to stay on task; (c) able to work with each other cordially (Chin & Osborne, 2010). The sample groups were chosen by the subject teacher who claimed to have known the personality of each student.
The sampling technique was purposive sampling where the researcher intentionally selects individuals and sites to learn or understand the central phenomenon (Creswell, 2012).
C. Operational Definition
In order to avoid misconception in this research, several operational definitions are explained in this research. Those terminologies are explained as follow:
1. Students’ questions were analyzed through classifying them according
to the question’s productivity.
2. According to National Research Council (2000) an inquiry-type laboratory has five features: (1) Learner engages in scientifically oriented questions, (2) Learner gives priority to evidence in responding to questions, (3) Learner formulates explanations from
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evidence, (4) Learner connects explanations to scientific knowledge, and (5) Learner communicates and justifies explanations.
D. Research Instrument
In this research, instrument is necessary to be used for gaining data. There are five types of instruments that will be used in this research. The instruments are described below.
1. Worksheet
In order to collect data on students’ questions before practical
work, a worksheet that contains questions that allows the researcher to collect a series of data on the number of questions posed by the students including the questions itself.
2. Framework of Question Classification
To avoid subjectivity in classifying the level of questions posed by the students, a framework of classifying productive and non-productive questions made by Jelly (1985) was used. The classification will also be verified by lecturers to promote the accuracy of question classification.
3. Framework of Recording Transcription
The groups which were audio-taped in this research are not just randomly chosen from each class. The groups fulfilled the criteria determined by Chin & Osborne (2010) in order to have a better quality of transcription and better understanding of the central phenomenon.
Table 3.2 Framework of Recording Transcription Criteria for Students Content of Transcription Verbally expressive Interaction among students inside
the group
Likely-to stay on task Interaction of students with teacher
Able to work with each other cordially
Science content related Laboratory activity instruction related
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4. Form of Recording Transcription
The groups were both audio and video-taped in order to record the
students’ discourse. They were transcripted to be analyzed further.
The questions arisen from the students in the discourse were the main focus of this research.
E. Research Procedure
To create a systematical research, there are three stages of procedure which were conducted in this research It includes preparation stage, implementation stage, and completion stage.
1. Preparation Stage
At this stage, researcher focused in the preparation to conduct and support the research. The following are the steps of preparation stage: a) Formulate problem to be investigated
b) Determine the focus of variable research
c) Conduct literature review of students’ question, inquiry-type
laboratory, thermal energy, and curriculum
d) Arrange the research proposal that includes chapter I, chapter II, and chapter III which is presented in a proposal seminar
e) Revise the research proposal after having suggestions and critics from lecturers.
f) Design a teaching-learning process which will be conducted at implementation stage.
g) Report research instrument.
h) Revise instrument after having validation. i) Prepare research license.
j) Determine research subject. 2. Implementation Stage
At this stage, data collections are accomplished at school, when the researcher recorded the inquiry-type laboratory activity from the sample groups.
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b) Conduct research activity by implementing inquiry-type laboratory method and recording (video and audio) the sample groups
c) Give questionnaire to know the student’s response towards
implementation of inquiry-type laboratory in the teaching learning process
3. Completion Stage
This is the final stage of the research design, the steps which were conducted in this stage is explained as the following steps.
a) Create a transcription for the recordings b) Collect an agreement degree from experts
c) Analyze the result of the research implementation d) Discuss and conclude the data analysis result e) Arrange a report of the research
Figure 3.1 presents the scheme of this research starting from preparation, implementation, and completion stage.
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Figure 3.1 Research Scheme
Collect research data
Result and conclusion Process and analyze data
Completion Stage
Report the result Worksheet
Implementation Stage Preparation
Stage
Research Implementation
Inquiry-Type Laboratory on Learning Thermal Energy
Revision
Valid Instrument Validation Research Proposal (Designing Instruments) Preliminary study/ need analysis
Literature review (all variables) Analyzing science
content standard of Junior High School
Framework of Question Classification
Questionnaire Worksheet
Recordings
Framework of Recording Transcription
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION
A.Conclusion
Based on the descriptions on previous chapters, the author summed up several conclusions of the previous explanations. Firstly, students tend to ask more productive questions in the planning stage of inquiry-type laboratory. However the tendency is higher when the students were asked to write down the questions compared to when they spontaneously asked the question in the activity.
Secondly, students in the experiment stage of inquiry-type laboratory tend to ask non-productive question and not much of meaningful discourse can be taken during this stage. However, the result of video analysis shows that the students were seen to be focusing on following procedure, setting up the planned experiment, observing and analyzing in this stage.
Lastly, students tend to ask fewer yet productive questions during the discussion stage as a form of concluding what they have observed at the previous stage. They were concluding what they have observed in a form of question since they need the clarification from other members of the group to come up with a single agreeable conclusion.
B.Recommendation
Based on the experience during conducting this research, several recommendations could be taken from this research. First, it would be much better to make a transcript with a small number of students inside the groups. A transcription could help the researcher to understand what the students are talking inside the activity. Making a transcript of a recorded conversation is a bit hard when there are 4-5 students inside the group, it would take a long time to transcript. This research took most of the researcher’s time in making the transcription. Therefore, it would be better if the number of students is smaller inside each group.
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STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Second, further research should divide the inquiry-type laboratory
activity into at least two meetings in order to avoid students’ rush due to the
time limit of one meeting. As can be seen from the result of the discussion
stage in this research, not much of students’ conversation could be taken due to
the time limit.
Teachers should use inquiry-type laboratory activity because it nurtures the culture of questioning and encourages autonomous learning. However teachers need to consider the time consumption for each stage, and guide students by not directly answering their question to promote autonomous learning. Creating the environment that supports the students to investigate takes a lot of time and effort to invest, however this type of learning allows the students to gain and apply their scientific knowledge at the same time.
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Allmond, S & Makar, K. (2010). ―Developing Primary Students’ Ability to Pose
Questions in Statistical Investigations‖. [Online]. International Conference
on Teaching Statistics. 11th July 2010. Retrieved from http://icots.info [Accessed on: 20th January 2015]
Almeida, P & Neri de Souza, F. (2010) Questioning Profiles in Secondary Science Classrooms. International Journal of Learning and Change. 4(3), 237-251 Bowker, M. H. (2010) Teaching Students to Ask Questions Instead of Answering
Them[Online] Retrieved from: http://www.nea.org [Accessed on: 6th September 2014]
Brickman, P., et al. (2009) Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning. (2), 1-22
Century, J.,Minner, D.D., Levy, A.J. (2009) Inquiry-Based Science Instruction— What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal Of Research In Science Teaching. –(--), 1-24
Chin, Christine. (2002). Student-Generated Questions: Encouraging Inquisitive Minds in Learning Science. [Online] Retrieved from: http://repository.nie.edu.sg [Accessed on: 9th September 2014]
Chin, C., & Osborne, J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. Journal Of Research In Science Teaching, 47 (7), 883–908 Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically Authentic Inquiry in
Schools: A Theoretical Framework for Evaluating Inquiry Tasks. Science Education. 86(2), 175-218.
Cresswell, John W. (2012) Educational Research. Boston: Pearson
Cutnell, J.D & Johnson, K.W (2007) Physics: 7th Edition. US: John Wiley & Sons Dalton, B. et al. (1997). Supported inquiry science: Teaching for conceptual
change in urban and suburban science classrooms. Journal of Learning Disabilities. 30 (--), 670–684.
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Deters, Kelly, M. (2005) Student Opinions Regarding Inquiry-Based Labs. [Online] Retrieved from: http://jabryan.iweb.bsu.edu. [Accessed on: 29th October 2014]
Fraenkel, J.R., & Wallen, N.E., (2007) How to Design and Evaluate Research in Education, Sixth Edition. New York: Mc-Graw Hill.
Hewitt, Paul G. (1993) Conceptual Physics, Seventh Edition. San Francisco: Harper Collins
Hofstein, A.,Naaman, R.M.,Iyad, D. (2010). Effect Of Culture On High-School Students’ Question-Asking Ability Resulting From An Inquiry-Oriented
Chemistry Laboratory. International Journal of Science and Mathematics
Education. -- (--), 1-27
Hofstein, A., et al. (2005) Developing Students’ Ability to Ask More and Better QuestionsResulting from Inquiry-Type Chemistry Laboratories. Journal Of Research In Science Teaching. 42(7), 791-808.
Hofstein, A., & Lunetta, V.N. (2003) The Laboratory in Science Education: Foundations for the Twenty-First Century.[Online] Retrieved from: http://gpquae.iqm.unicamp.br. [Accessed on: 27th October 2014]
Hofstein, A., & Kipnis, M. (2007) Inquiring the Inquiry Laboratory in High School. Netherlands: Springer
Jelly, S (1985) Helping Children Raise Questions – and Answering Them. London: Heinemann Educational Books
Keys, C.W. (1998). A study of grade six students generating questions and plans for open-ended science investigations. Research in Science Education. 28(3), 301-316.
Literacy GAINS (2013) Make Room for Students To Pose And Pursue Questions. [Online] Retrieved from: http://www.edugains.ca [Accessed on: 6th September 2014]
Marbach-Ad, G. & Sokolove, P.G. (2000) Good science begins with good questions, Journal of College Science Teaching, 30(--), 192–195.
National Research Council (2000) Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. [Online] Retrieved from: http://cmase.uark.edu [Accessed on: 29th October 2014]
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER
CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Waters, Norman, C.,(2012) The Advantages of Inquiry-Based Laboratory Exercises within the Life Sciences. [Online] Retrieved from: http://www.usma.edu [Accessed on: 27th October 2014]
Wenning, C (2011) The Levels of Inquiry Model of Science Teaching. Journal of Physics Teacher Education, 6(2), 1-8
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Figure 3.1 Research Scheme Collect research data
Result and conclusion Process and analyze data
Completion Stage
Report the result Worksheet
Implementation Stage Preparation
Stage
Research Implementation
Inquiry-Type Laboratory on Learning Thermal Energy
Revision
Valid Instrument Validation Research Proposal (Designing Instruments) Preliminary study/ need analysis
Literature review (all variables) Analyzing science
content standard of Junior High School
Framework of Question Classification
Questionnaire Worksheet
Recordings
Framework of Recording Transcription
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSION AND RECOMMENDATION
A.Conclusion
Based on the descriptions on previous chapters, the author summed up several conclusions of the previous explanations. Firstly, students tend to ask more productive questions in the planning stage of inquiry-type laboratory. However the tendency is higher when the students were asked to write down the questions compared to when they spontaneously asked the question in the activity.
Secondly, students in the experiment stage of inquiry-type laboratory tend to ask non-productive question and not much of meaningful discourse can be taken during this stage. However, the result of video analysis shows that the students were seen to be focusing on following procedure, setting up the planned experiment, observing and analyzing in this stage.
Lastly, students tend to ask fewer yet productive questions during the discussion stage as a form of concluding what they have observed at the previous stage. They were concluding what they have observed in a form of question since they need the clarification from other members of the group to come up with a single agreeable conclusion.
B.Recommendation
Based on the experience during conducting this research, several recommendations could be taken from this research. First, it would be much better to make a transcript with a small number of students inside the groups. A transcription could help the researcher to understand what the students are talking inside the activity. Making a transcript of a recorded conversation is a bit hard when there are 4-5 students inside the group, it would take a long time to transcript. This research took most of the researcher’s time in making the transcription. Therefore, it would be better if the number of students is smaller inside each group.
(3)
54
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Second, further research should divide the inquiry-type laboratory activity into at least two meetings in order to avoid students’ rush due to the time limit of one meeting. As can be seen from the result of the discussion stage in this research, not much of students’ conversation could be taken due to the time limit.
Teachers should use inquiry-type laboratory activity because it nurtures the culture of questioning and encourages autonomous learning. However teachers need to consider the time consumption for each stage, and guide students by not directly answering their question to promote autonomous learning. Creating the environment that supports the students to investigate takes a lot of time and effort to invest, however this type of learning allows the students to gain and apply their scientific knowledge at the same time.
(4)
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
REFERENCES
Allmond, S & Makar, K. (2010). ―Developing Primary Students’ Ability to Pose
Questions in Statistical Investigations‖. [Online]. International Conference
on Teaching Statistics. 11th July 2010. Retrieved from http://icots.info [Accessed on: 20th January 2015]
Almeida, P & Neri de Souza, F. (2010) Questioning Profiles in Secondary Science Classrooms. International Journal of Learning and Change. 4(3), 237-251
Bowker, M. H. (2010) Teaching Students to Ask Questions Instead of Answering Them[Online] Retrieved from: http://www.nea.org [Accessed on: 6th September 2014]
Brickman, P., et al. (2009) Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning. (2), 1-22
Century, J.,Minner, D.D., Levy, A.J. (2009) Inquiry-Based Science Instruction— What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal Of Research In Science Teaching. –(--), 1-24
Chin, Christine. (2002). Student-Generated Questions: Encouraging Inquisitive Minds in Learning Science. [Online] Retrieved from: http://repository.nie.edu.sg [Accessed on: 9th September 2014]
Chin, C., & Osborne, J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. Journal Of Research In Science Teaching, 47 (7), 883–908 Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically Authentic Inquiry in
Schools: A Theoretical Framework for Evaluating Inquiry Tasks. Science Education. 86(2), 175-218.
Cresswell, John W. (2012) Educational Research. Boston: Pearson
Cutnell, J.D & Johnson, K.W (2007) Physics: 7th Edition. US: John Wiley & Sons
Dalton, B. et al. (1997). Supported inquiry science: Teaching for conceptual change in urban and suburban science classrooms. Journal of Learning Disabilities. 30 (--), 670–684.
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56
Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Deters, Kelly, M. (2005) Student Opinions Regarding Inquiry-Based Labs. [Online] Retrieved from: http://jabryan.iweb.bsu.edu. [Accessed on: 29th October 2014]
Fraenkel, J.R., & Wallen, N.E., (2007) How to Design and Evaluate Research in Education, Sixth Edition. New York: Mc-Graw Hill.
Hewitt, Paul G. (1993) Conceptual Physics, Seventh Edition. San Francisco: Harper Collins
Hofstein, A.,Naaman, R.M.,Iyad, D. (2010). Effect Of Culture On High-School
Students’ Question-Asking Ability Resulting From An Inquiry-Oriented Chemistry Laboratory. International Journal of Science and Mathematics Education. -- (--), 1-27
Hofstein, A., et al. (2005) Developing Students’ Ability to Ask More and Better QuestionsResulting from Inquiry-Type Chemistry Laboratories. Journal Of Research In Science Teaching. 42(7), 791-808.
Hofstein, A., & Lunetta, V.N. (2003) The Laboratory in Science Education: Foundations for the Twenty-First Century.[Online] Retrieved from: http://gpquae.iqm.unicamp.br. [Accessed on: 27th October 2014]
Hofstein, A., & Kipnis, M. (2007) Inquiring the Inquiry Laboratory in High School. Netherlands: Springer
Jelly, S (1985) Helping Children Raise Questions – and Answering Them. London: Heinemann Educational Books
Keys, C.W. (1998). A study of grade six students generating questions and plans for open-ended science investigations. Research in Science Education. 28(3), 301-316.
Literacy GAINS (2013) Make Room for Students To Pose And Pursue Questions. [Online] Retrieved from: http://www.edugains.ca [Accessed on: 6th September 2014]
Marbach-Ad, G. & Sokolove, P.G. (2000) Good science begins with good questions, Journal of College Science Teaching, 30(--), 192–195.
National Research Council (2000) Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. [Online] Retrieved from: http://cmase.uark.edu [Accessed on: 29th October 2014]
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Anggita novianti, 2015
STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Waters, Norman, C.,(2012) The Advantages of Inquiry-Based Laboratory Exercises within the Life Sciences. [Online] Retrieved from: http://www.usma.edu [Accessed on: 27th October 2014]
Wenning, C (2011) The Levels of Inquiry Model of Science Teaching. Journal of Physics Teacher Education, 6(2), 1-8