Scientific Thinking Skills: Why Junior High School Science Teachers Cannot Use Discovery and Inquiry Models In Classroom
Erman Erman, Wasis Wasis, Endang Susantini, Utiya Azizah
Available Online December 2018.
- https://doi.org/10.2991/icst-18.2018.43How to use a DOI?
- Scientific thinking skills; Discovery model; Inquiry model; Science teacher
- This study aims to describe the difficulty of the teacher in distinguishing the implementation of discovery and inquiry learning models in science learning and the factors that led to the scientific thinking skills of junior high school science teachers. The case study design used in this study involved 16 science junior high school teachers in East Lombok who have difficulties in distinguishing discovery and inquiry learning models as research samples. The results showed the teachers had scientific thinking difficulties, ranging from observing to identify problems/questions, formulating hypotheses, thinking deductively, and inductive thinking, distinguishing data characteristics and processing, and drawing conclusions. Therefore, teachers should learn scientific thinking skills in order to facilitate learning and trigger students' scientific thinking skills.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Erman Erman AU - Wasis Wasis AU - Endang Susantini AU - Utiya Azizah PY - 2018/12 DA - 2018/12 TI - Scientific Thinking Skills: Why Junior High School Science Teachers Cannot Use Discovery and Inquiry Models In Classroom BT - Proceedings of the International Conference on Science and Technology (ICST 2018) PB - Atlantis Press SP - 201 EP - 204 SN - 2589-4943 UR - https://doi.org/10.2991/icst-18.2018.43 DO - https://doi.org/10.2991/icst-18.2018.43 ID - Erman2018/12 ER -