Inquiry at the undergraduate level is of importance because the graduates will be encountering the real world and they

need to apply their knowledge and understandings to real world situations. Unfortunately most undergraduate instructions, including laboratory experiments, are based on structured inquiry (Buck, Bretz, & Towns, 2008; Roth, McGinn, & Bowen, 1998) despite obvious benefits of more open inquiry instructions. Permintaan di tingkat sarjana adalah penting karena lulusan akan menghadapi dunia nyata dan mereka perlu untuk menerapkan pengetahuan dan pemahaman terhadap situasi dunia nyata. Sayangnya sebagian besar instruksi sarjana, termasuk percobaan laboratorium, didasarkan pada penyelidikan terstruktur (Buck, Bretz, & Kota, 2008; Roth, McGinn, & Bowen, 1998) meskipun manfaatnya jelas lebih instruksi penyelidikan terbuka Kerjasama lab The laboratory class is seen as a well-designed resource that allows students to perform the experiments and other activity based learning in science and science education. These activities will challenge learners prior conceptions and encourage learners to recognize their personal theories. Laboratory activities or practical works with support by group discussion or group learning form the core of such pedagogical practices (Driver et al., 1994; Palmer, 2005).

Laboratory work is an active learning activity which is consistent with student-centered strategies based on a constructivist learning-teaching approach (Taraban, Box, Myers, Pollard, & Bowen, 2007). Pekerjaan laboratorium adalah kegiatan belajar aktif yang konsisten dengan strategi yang berpusat pada siswa yang didasarkan pada pendekatan belajar-mengajar konstruktivis Inkuiri Inquiry-based learning refers to the pedagogical strategy that uses the general processes of scientific inquiry as its teaching and learning methodology. This approach emphasizes student questioning, investigating, and problem solving similar to the process scientists use to conduct their inquiries and investigations in the laboratory, at field sites, in the library, and in discussion with colleagues in such activities (Bybee, 2004; DeBore, 2004). The National Science Education Standard (NRC, 2000) identifies five necessary components of inquiry based teaching and learning: student engages in scientifically oriented questions, student gives priority to evidence in responding to questions, student formulates explanations from evidence, student connects explanations to scientific knowledge, and student communicates and justifies explanations. It is important to note that inquiry based learning does not require students to behave exactly as scientists do (DeBore, 2004).

National Science Education Standard (NRC, 2000) mengidentifikasi lima komponen penting dari pengajaran dan pembelajaran berbasis penyelidikan: siswa terlibat dalam pertanyaanpertanyaan ilmiah yang berorientasi, mahasiswa memberikan prioritas kepada bukti dalam menanggapi pertanyaan, mahasiswa merumuskan penjelasan dari bukti, siswa menghubungkan penjelasan kepada pengetahuan ilmiah , dan mahasiswa berkomunikasi dan membenarkan penjelasan. Penting untuk dicatat bahwa penyelidikan pembelajaran berbasis tidak mengharuskan siswa untuk berperilaku persis seperti para ilmuwan
International Journal of Environmental & Science Education Vol. 5, No. 2, April 2010, 169-187

Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory

Watcharee Ketpichainarong, Bhinyo Panijpan, Pintip Ruenwongsa
Received 12 March 2009; Accepted 25 September 2009

Penemu inkuiri Inquiry Based Learning The idea of teaching science by inquiry methods is not a new one. In Deweys Democracy and Education (1916), he states that is not advisable to present the learner with just the conclusions from scientific experimentation. Instead he proposed that students be allowed / encouraged to explore and experiment to come up with their own conclusions about science concepts, as well as the process and nature of science. If students are to learn by more expository instruction, then the students tend to see science as just another content area instead of learning that science is a process that can be applied to ordinary experiences. In addition, Dewey proposes that if the learner applies more discovery methods of learning, he will gain independent power to deal with material within his range, and avoid mental confusion and distaste (Dewey, 1916; Thomas, 2005) Ide pengajaran ilmu pengetahuan dengan metode penyelidikan tidak baru. Dalam Demokrasi Dewey dan Pendidikan (1916), ia menyatakan bahwa tidak dianjurkan untuk menyajikan pelajar hanya dengan kesimpulan dari percobaan ilmiah. Sebaliknya ia mengusulkan bahwa siswa diperbolehkan / didorong untuk mengeksplorasi dan bereksperimen untuk datang dengan sendiri kesimpulan tentang konsep-konsep ilmu pengetahuan, serta proses dan sifat ilmu pengetahuan. Jika siswa untuk belajar lebih instruksi ekspositoris, maka siswa cenderung untuk melihat sains hanya sebagai daerah lain isi bukan pembelajaran yang sains adalah suatu proses yang dapat diterapkan pada pengalaman biasa. Selain itu, Dewey mengusulkan bahwa jika pelajar menerapkan metode penemuan lebih dari belajar, ia akan "... mendapatkan kekuasaan independen untuk menangani dengan bahan dalam nya jangkauan, dan menghindari mental yang kebingungan dan jijik

The inquiry process starts with presentation of a complicated event to the students. Suchman suggested that individuals encountered with such a condition would desire to solve this problem naturally (Joyce et al., 1992). Proses penyelidikan dimulai dengan presentasi dari sebuah acara yang rumit kepada siswa. Suchman menyarankan bahwa individu yang dihadapi dengan kondisi seperti akan keinginan untuk memecahkan masalah ini secara alami

Peran guru dlm inkuiri Teachers play varied roles in supporting students development of inquiry skills. These roles include modeler, guide, diagnostician, facilitator, mentor, and collaborator, which indicate a varied amount of structure and scaffolding teachers build into an activity (Wu & Hsieh, 2006; Crawford, 2000). For example, as a guide, a teacher provides specific directions for developing students skills and strategies. When a teacher plays a role of collaborator, he or she does not provide scaffold but allows students to take a role of teacher.( Guru memainkan peran beragam dalam mendukung

perkembangan siswa keterampilan penyelidikan. Peran ini termasuk modeler, , diagnostik, fasilitator, mentor, dan kolaborator, yang mengindikasikan jumlah bervariasi struktur dan guru perancah membangun menjadi suatu aktivitas (Wu & Hsieh, 2006; Crawford, 2000) Ketika guru memainkan peran kolaborator, ia tidak menyediakan perancah tetapi memungkinkan siswa untuk mengambil peran guru. )
AktivtaS Inkuiri
Scientific inquiry is a multifaceted activity (NRC, 1996) and can take many forms. Inquiry learning moving away from the traditional approach of a universal and procedural scientific method is to encourage students to participate in a range of activities in which students construct and evaluate scientific knowledge (McGinn & Roth, 1999). What types of activities might be involved in inquiry learning? What are the important aspects of inquiry that ought to be supported in a learning environment? Following NRC (2000) and Krajcik et al. (1998), it can be identified seven phases in an inquiry process: asking and deciding questions, searching for information, designing investigations, carrying out investigations, analyzing data and making conclusions, creating artifacts, and sharing and communicating findings. (penyelidikan ilmiah adalah "multifaset" aktivitas

(NRC, 1996) dan dapat mengambil banyak bentuk. Permintaan belajar bergerak to jauh dari pendekatan tradisional yang prosedural metode ilmiah dan universal adalah untuk mendorong siswa untuk (McGinn & berpartisipasi dalam berbagai kegiatan di mana siswa membangun dan mengevaluasi pengetahuan ilmiah... dapat diidentifikasi tujuh tahap dalam proses penyelidikan: bertanya dan memutuskan pertanyaan, mencari informasi, , merancang penyelidikan, melakukan penyelidikan, menganalisis data dan membuat kesimpulan, menciptakan artefak, berbagi dan berkomunikasi temuan)
Visual It is gradually being recognized that whereas cookbook labs can teach some laboratory technique sand skills (Wu & Hsieh, 2006) or serve as visual aids for concepts already studied, they are largely ineffective as a tool for teaching science concepts. As stated by one teacher-researcher, In the same way as any scientist, students will see what their prior theories lead them to expect.

In science instruction, laboratory practicals have been a popular vehicle for activity/performance-based science tasks for a long time. On the other hand, inquiry based (requiring students to explore in order to figure out how the world works) laboratory practicals that incorporate direct, holistic and complex performances are potent IPAs

alternative to traditional paper-and-pencil multiple-choice test (Saha C.G., 2001). Lawson and Wornsnop (1992) recommended that biology lessons be planned to promote hypothetico-deductive reasoning that itself calls for hands-on activities requiring students to explore in much the same way as scientists do Bukti ibkuiri mengktkan aktivitas The National Research Council (1996) recommended that students learn science through scientific inquiry. Inquiry-based classes are preferred over traditional classes because students are engaged in learning science through an active process (NSTA, 1996). direkomendasikan bahwa siswa belajar ilmu pengetahuan melalui penyelidikan ilmiah. Permintaan berbasis kelas lebih disukai atas kelas tradisional karena siswa terlibat dalam ilmu belajar melalui proses aktif (

THE OPINIONS OF TURKISH HIGHSCHOOL PUPILS ON INQUIRY BASED LABORATORY ACTIVITIES

Ahmet KILIN Gazi University Gazi Education Faculty Department of Biology Education ahmet_tr@yahoo.com

bukti aktivitas dlm inkuiri

A more recent active learning variant, funded by the National Science Foundation, is process-oriented guided inquiry learning [POGIL, <http://www.pogil.org>] (Farrell et al., 1999). This variant essentially employs active learning strategies by engaging students on guided-inquiry material. There is no lecturing in the POGIL classroom and instructors are there to facilitate learning, not lecture Sebuah lebih baru aktif varian belajar, yang didanai oleh National Science Foundation, adalah prosesberorientasi penyelidikan dipandu learning.This varian dasarnya mempekerjakan strategi belajar aktif dengan melibatkan siswa pada materi penyelidikan dipandu-. Ada tidak mengajar di kelas POGIL dan instruktur yang ada untuk memfasilitasi belajar, bukan kuliah

(Lewis and Lewis, 2005; Spencer, 1999, Farrell et al., 1999).

International Journal for the Scholarship of Teaching and Learning http://www.georgiasouthern.edu/ijsotl Vol. 2, No. 2 (July 2008) ISSN 1931-4744 @ Georgia Southern University

Effects of Active Learning Variants on Student Performance and Learning Perceptions Abdi-Rizak Mohamed* North Seattle Community College

Seattle, Washington, USA

amohamed@sccd.ctc.edu