KaydedilenlerDerginizi ekleyin

Dergiler / Journal of Turkish Science Education / 2018 / Cilt: 15 - Sayı: 1

Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic

Saiful PRAYOGI
Leny YUANITA
WASIS
Sayfa
43–56
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

This means that the CIBL model was able to promote CT ability of PTP.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Teaching critical thinking (CT) to prospective teachers has been a concern for a long time, and prospective teacher training becomes an appropriate period for interventions that promote CT ability.
📊
Temel Bulgular & Veri:Therefore, it is necessary to develop a model of learning that accommodates aspects of prior knowledge, motivation, and CT.
💡
Sonuç & Katkı:This means that the CIBL model was able to promote CT ability of PTP.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Özet

Teaching critical thinking (CT) to prospective teachers has been a concern for a long time, and prospective teacher training becomes an appropriate period for interventions that promote CT ability. Therefore, it is necessary to develop a model of learning that accommodates aspects of prior knowledge, motivation, and CT. This study aims to develop Critical-Inquiry-Based-Learning(CIBL) model to promote the CT ability of prospective teachers of physic (PTP). This study is based on Nieveen’s theory about the criteria of rich product quality (valid, practice, and effective) and the theory of Borg and Gall about development research. The CIBL model embraced three criteria, namely validity, practicality, and effectiveness. The CIBL model was validated by experts through the mechanism of the focus group discussion (FGD) (for validity aspect), the implementation of the model in the class were observed by a number of observers (for practicality aspect), and the assessment of CT ability is doneafter the learning process (for effectiveness aspects) and then analyzed. The findings of the research showed that the CIBL model is feasible because of its validity, practicality, and effectiveness. This means that the CIBL model was able to promote CT ability of PTP.

🔖

Bu Makaleye Atıf Yap

PRAYOGI, S., YUANITA, L., WASIS, W. (2018). Critical Inquiry Based Learning: A Model of Learning to Promote Critical Thinking Among Prospective Teachers of Physic. Journal of Turkish Science Education, Cilt: 15 - Sayı: 1, 43–56. https://ajindex.com/articles/190772

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (10)

  1. Alberta Education. (2010). Inspiring Education: A Dialogue with Albertans. Edmonton, AB: Alberta Education. Albrecht, W. S., & Sack, R. J. (2000). Accounting education: Charting The Course Through A Perilous Future.Accounting Education Series,Vol. 16. Sarasota, FL: American Accounting Association. Alexander, P. A. (1996). The Past, the Present and Future of Knowledge Research: A Reexamination of the Role of Knowledge in Learning and Instruction. Educational Psychologist. 31: 89–92.
  2. Ambrose, S., & Lovett, M. (2014). Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning. Applying Science of Learning in Education,1(2), 7-19.
  3. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: 7 Research-based Principles for Smart Teaching(1st Ed.). San Francisco, CA: Jossey-Bass. Arends, R. (2012). Learning to Teach. Ninth Edition. New York: McGraw-Hill. Ashton, P. (1988). Teaching Higher-order Thinking and Content: An Essential Ingredient in Teacher Preparation.Gainesville: University of Florida Press. Bahtiar,& Prayogi, S.(2012). Evaluasi Hasil Pembelajaran Sains (IPA). Mataram: CV. Dimensi Raya. Bailin, S. (2002). Critical Thinking and Science Education. Science and Education, 11, 361–375.
  4. Barrow, L. (2006). A Brief History of Inquiry-From Dewey to Standards. Journal of Science Teacher Education,17(3), 265-278.
  5. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating PBL: Sustaining the Doing, Supporting the Learning. Educational Psychologist,26(4), 369-398.
  6. Bonk, C. J., & Graham, C. R. (2004). Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: John Wiley & Sons, Inc. Borg, W. R. & Gall, M. D. (1983).Educational Research: An Introduction.Fourth Edition.
  7. Longman Inc. Borich, G. D. (1994). Observation Skills for Effective Teaching. Columbus, OH: Merrill. Cacioppo, J. T., & Petty, R. E. (1982). The Need for Cognition. Journal of Personality and Social Psychology, 42(1), 116-131.
  8. Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional Differences in Cognitive Motivation: The Life and Times of Individuals Varying in Need for Cognition. Psychological Bulletin, 119(2), 197-253.
  9. Cassady, J.C., Kozlowski, A. &Kornmann, M. (2008). Electronic Field Trips as Interactive Learning Events: Promoting Student Learning at a Distance.Journal of Interactive Learning Research, 19(3), 439-454.
  10. Chinn, C. A