How Can Open Inquiry Enhancing Students’ Scientific Attitude Through Chemistry Learning?
- DOI
- 10.2991/assehr.k.210305.035How to use a DOI?
- Keywords
- Chemistry learning, Open inquiry learning, Scientific attitude
- Abstract
This literature review aimed to analyze the effectiveness of open inquiry learning on students’ scientific attitude. Open inquiry learning is a learning model has the most complex level of scientific inquiry that gives students the opportunity to be able to identify errors, submit suggestions, to support or reject according to existing theories, computed chemical data through a mathematical process, and concepts so that students can improve their ability to investigate independently in open inquiry and students are able to carry out supervision and self-correction. The method of this study is a literature reviews were analyzed of the thirty two articles with the keywords which are used in the search are scientific attitude and open inquiry learning with a span of time from 2005 to 2020. This in-depth literature review uses the several steps: selection of the articles, analysis the article studies and categorization. Based on the literature review, students’ scientific attitude will enhance through clear instructions which involve students to design the chemistry learning activities. This finding indicated that open inquiry learning activities effective to improve students’ scientific attitude.
- 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/).
Cite this article
TY - CONF AU - Betzy Rampean AU - Eli Roheti AU - Jewish Septriwanto AU - Meilan Lengkong PY - 2021 DA - 2021/03/08 TI - How Can Open Inquiry Enhancing Students’ Scientific Attitude Through Chemistry Learning? BT - Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020) PB - Atlantis Press SP - 238 EP - 245 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210305.035 DO - 10.2991/assehr.k.210305.035 ID - Rampean2021 ER -