Developing Scientific Thinking Through Inquiry Learning

DOI

10.2991/icli-17.2018.3How to use a DOI?

Keywords

scientific thinking, inquiry learning, literature review

Abstract

Scientific thinking is defined as knowledge seeking. For knowledge to be acquired, students need to master inquiry skills, or the capability to design experiments and to obtain evidence. Inquiry learning facilitates students to develop scientific thinking. The researchers have different views of how to teach students inquiry skills, by direct instruction or discovery. Some researchers found that students in direct instruction group master inquiry skills are better than students in discovery group. The other researchers argue that in a long time, discovery learning will be more effective because it helps students to reach a metastrategic understanding so the students can transfer the knowledge to the other situations. The purpose of this literature review is to describe and discuss the results of empirical research of the effectiveness of these two approaches. This case is such an important topic because within inquiry learning, students have the opportunity to grow up as a scientifically literate person and to develop their critical thinking. Within Curriculum 2013 in Indonesia, inquiry learning has been emphasized for the learning processes in the elementary and middle schools. This study will be useful for teachers to consider how the best way is to foster the development of students' inquiry skills.

Copyright

© 2018, 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  - Ika Andrini Farida
AU  - Dewi Retno Suminar
AU  - Nur Ainy Fardhana Nawangsari
PY  - 2017/10
DA  - 2017/10
TI  - Developing Scientific Thinking Through Inquiry Learning
BT  - Proceedings of the International Conference on Learning Innovation (ICLI 2017)
PB  - Atlantis Press
SP  - 11
EP  - 16
SN  - 2352-5398
UR  - https://doi.org/10.2991/icli-17.2018.3
DO  - 10.2991/icli-17.2018.3
ID  - Farida2017/10
ER  -