The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools
DOI:
https://doi.org/10.14738/assrj.610.7133Abstract
Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.
References
Akerson, V. L., Carter, I., Pongsanon, K., & Nargund-Joshi, V. (2019). Teaching and learning nature of science in elementary classrooms. Science & Education, 1-21.
Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson study design features for supporting collaborative teacher learning. Teaching and Teacher Education, 77, 352-365.
Arnold, J., Boone, W., Kremer, K., & Mayer, J. (2018). Assessment of competencies in scientific inquiry through the application of rasch measurement techniques. Education Sciences, 8(4), 184.
Arnold, M. M., Graham, K., & Hollingworth-Hughes, S. (2017). What's context got to do with it? Comparative difficulty of test questions influences metacognition and corrected scores for formula-scored exams. Applied Cognitive Psychology, 31(2), 146-155.
Bolinger, A. R., & Burch, T. C. (2018). When it comes to task assignment, sometimes you gotta “LEGO”®: teaching delegation principles with Mega Bloks®. Management Teaching Review, 3(4), 320-330.
Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3),
Budiastra, A., & Purwoningsih, T. (2014). Studi pendahuluan pengembangan model pelatihan untuk meningkatkan kemampuan guru mengajarkan IPA berbasis inkuiri di SD melalui forum TWG dalam konteks pendidikan jarak jauh [A preliminary study developed a training model to improve the ability of teachers to teach inquiry-based science in elementary school through a TWG forum in the context of distance education]. Open University Repository. 2 (3). 7-53.
Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1-23.
Chevalier, J. M., & Buckles, D. J. (2019). Participatory action research: Theory and methods for engaged inquiry: Routledge.
Deieso, D., & Fraser, B. J. (2019). Learning environment, attitudes and anxiety across the transition from primary to secondary school mathematics. Learning Environments Research, 22(1), 133-152.
Demetriou, A., Makris, N., Spanoudis, G., Kazi, S., Shayer, M., & Kazali, E. (2018). Mapping the dimensions of general intelligence: An integrated differential-developmental theory. Human Development, 61(1), 4-42.
Demir, M., Tananis, C. A., & Trahan, K. W. (2019). Evaluation of alternative assessment methods used in elementary schools. Egitim ve Bilim, 44(197).
Fry, J., Klages, C., & Venneman, S. (2018). Using a written journal technique to enhance inquiry-based reflection about teaching. Reading Improvement, 55(1), 39-48.
Fuller, S. (2019). Philosophy of science and its discontents New York: Routledge.
García-Carmona, A. (2019). Pre-service primary science teachers’ abilities for solving a measurement problem through inquiry. International Journal of Science and Mathematics Education, 17(1), 1-21.
Handayani, F., Hartono, H., & Lestari, W. (2019). Need analysis in the development of HOTS-oriented study project assesment instrument in android-based science learning. Journal of Educational Research and Evaluation, 8(1), 57-
Hondrich, A. L., Hertel, S., Adl-Amini, K., & Klieme, E. (2016). Implementing curriculum-embedded formative assessment in primary school science classrooms. Assessment in Education: Principles, Policy & Practice, 23(3),
Inoue, N., Asada, T., Maeda, N., & Nakamura, S. (2019). Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms. Teaching and Teacher Education, 77,
Istianto, D. A. (2012). Penggunaan metode inkuiri dalam peningkatan hasil belajar matematika di kelas v sekolah dasar [The use of inquiry methods in improving mathematics learning outcomes in grade v primary schools]. Kalam Cendekia PGSD Kebumen, 1(1).
Kuo, Y.-R., Tuan, H.-L., & Chin, C.-C. (2019). Examining low and non-low achievers’ motivation towards science learning under inquiry-based instruction. International Journal of Science and Mathematics Education, 17(5), 845-
Laursen, S. L., & Rasmussen, C. (2019). I on the prize: Inquiry approaches in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, 5(1), 129-146.
Le Hebel, F., Tiberghien, A., Montpied, P., & Fontanieu, V. (2019). Teacher prediction of student difficulties while solving a science inquiry task: example of PISA science items. International Journal of Science Education, 1-24.
Lee, D. A., Baker, W., & Haywood, N. (2018). Instrumental teacher education and the incoming tide of information technology: A contemporary guitar perspective. Australian Journal of Teacher Education, 43(5), 17-31.
Liu, S., & Hallinger, P. (2018a). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501-528.
Liu, S., & Hallinger, P. (2018b). Teacher development in rural China: how ineffective school leadership fails to make a difference. International Journal of Leadership in Education, 21(6), 633-650.
Ndibalema, P. (2019). Professional integrity among pre-service teachers during teaching practice: experience from school leaders in Misungwi District, Tanzania. Teacher Education and Curriculum Studies, 4(1), 9.
Öberg, G., & Campbell, A. (2019). Navigating the divide between scientific practice and science studies to support undergraduate teaching of epistemic knowledge. International Journal of Science Education, 41(2), 230-247.
Owiny, R. L., Hollingshead, A., Barrio, B., & Stoneman, K. (2019). Engaging preservice teachers in universal design for learning lesson planning. Inclusion, 7(1), 12-23.
Popescu, C. (2019). The assesment process of various types of education in terms of the roles involved in the teaching and learning processes. Case study. Analele Universităţii Ovidius din Constanţa. Seria Filologie, 30(1), 137-
Reddy, L. A., Glover, T., Kurz, A., & Elliott, S. N. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments–Teacher Forms. Assessment for Effective Intervention, 44(2), 104-119.
Sayko, N. (2018). Conceptual approaces to proffesional training of future social pedagogues for social rehabilitation of pupils at schools. Social work and education, 5(1), 67-78.
Semken, S., & Freeman, C. B. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92(6), 1042-1057.
Sherfinski, M., Jalalifard, M., Zhang, J., & Hayes, S. (2019). Narrative portfolios as culturally responsive resistance to neoliberal early childhood teacher education: A case study. Journal of Research in Childhood Education, 33(3), 490-Şimşir, Z., Seki, T., & Dilmaç, B. (2018). Predictive relationship between adolescents’ spritual well-being and perceived social support: The role of values. Research on Education and Psychology, 2(1), 37-46.
Tan, F. D., Whipp, P. R., Gagné, M., & Van Quaquebeke, N. (2019). Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
Tican, C., & Deniz, S. (2019). Pre-service teachers’ opinions about the use of 21st century learner and 21st century teacher skills. European Journal of Educational Research, 8(1), 181-197.
Uçar, F. M., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & Technological Education, 35(2), 149-168.
Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction–an attempt to disentangle a manifold construct. International Journal of Science Education, 1-16.
Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: balancing self-regulation with instructional planning. Teaching in Higher Education, 23(6), 685-700.
White, M., Randall, K., Capo-Chichi, N., Sodogas, F., Quenum, S., Wright, K., . . . Leather, A. (2019). Implementation and evaluation of nationwide scale-up of the Surgical Safety Checklist. British Journal of Surgery, 106(2), e91-e102.
Wong, A. Y., & Daud, K. (2017). Headmaster technology leadership in Malaysia Elementary Schools. Journal of Education and Learning, 11(2), 154-164
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Advances in Social Sciences Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
