The Influence of Guided Inquiry-Based Learning Using Socio-Scientific Issues on Environmental Awareness of Pre-service Chemistry Teachers

DOI

10.2991/assehr.k.210305.036How to use a DOI?

Keywords

Socio-scientific issues, Guided inquiry-based learning, Environmental awareness, Chemistry

Abstract

The present study investigated the influence of guided inquiry-based learning using socio-scientific issues related to environment on the environmental awareness of pre-service chemistry teachers in the fundamental chemistry class. The study was designed according to the triangulated mixed-method design. The participants were 44 pre-service chemistry teachers. Data was collected using the Environmental awareness questionnaire (EAQ) and environmental awareness interview guidelines (EAIG). The quantitative data were analysed with the SPSS program package by using descriptive statistics, paired sample t-test, and normalized gain (<g>). The qualitative data were analysed qualitatively. The result of the analyses shows that guided inquiry-based learning using socio-scientific issues related to environment increased students’ environmental awareness. The highest score was achieved in the environment optimism aspect.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Oktavia Sulistina
AU  - Sri Rahayu
AU  - I Wayan Dasna
AU  - Yahmin
PY  - 2021
DA  - 2021/03/08
TI  - The Influence of Guided Inquiry-Based Learning Using Socio-Scientific Issues on Environmental Awareness of Pre-service Chemistry Teachers
BT  - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020)
PB  - Atlantis Press
SP  - 246
EP  - 252
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210305.036
DO  - 10.2991/assehr.k.210305.036
ID  - Sulistina2021
ER  -