STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT.

(1)

Anggita novianti, 2015

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN

LEARNING HEAT TRANSFER CONCEPT

Research Paper

Submitted as Requirement to Obtain Degree of SarjanaPendidikan in

International Program on Science Education Study Program

By:

AnggitaNovianti K 1100997

INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION

(2)

STUDENTS’ QUESTIONS ON INQUIRY

-TYPE LABORATORY IN LEARNING

HEAT TRANSFER CONCEPT

Oleh Anggita Novianti

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Oktober 2015

Hak Cipta dilindungi undang-undang.

(3)

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

SHEET OF LEGITIMATION

STUDENTS’ QUESTIONS ON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT

By:

Anggita Novianti K

Approved and Authorized by,

Supervisor I

Dr. Phil. H. Ari Widodo, M.Ed. NIP.196705271992031001

Supervisor II

Rika Rafikah Agustin, M.Pd. NIP. 198308032011211001

Perceive,

Head of International Program on Science Education Study Program

(4)

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu DECLARATION

I hereby declare that every aspects which is written in this research paper entitled

“Students’ Questions on Inquiry-Type Laboratory in Learning Heat Transfer

Concept” is absolutely pure the result of my efforts, my own original ideas, work, and I’m not doing any plagiarism from other papers. The opinion from other experts and research which exist in this research paper have been quoted and referenced based on

scientific regulation and based on ethical science that apply in society. This

declaration is created conciously, when it is found any infraction or infringement

towards scientific ethics, or if there is a claim of any others of authenticity of this

research paper, I myself willing to be responsible and accept academical sanctions.

Bandung, October 2015

Declarant,

Anggita Novianti K

(5)

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

STUDENTS’ QUESTIONS ON INQUIRY-TYPE LABORATORY IN

LEARNING HEAT TRANSFER CONCEPT

AnggitaNovianti K

International Program on Science Education

ABSTRACT

This study investigated the current profile of students’ question during an inquiry -type laboratory activity. 7th grade students were studying heat transfer through an inquiry-type laboratory activity. A short passage was given to students to initiate a problem in a form of investigative question and the students were asked to design an experiment in order to answer their own questions. Four groups of students from two different class were video and audio-taped. The questions were collected through worksheet and the recordings of the students’ discourse during the activity. The result shows that the students’ asked 41 different productive questions and 34 non-productive questions at the planning stage. It can be seen that the students asked more productive question when they were asked to write down the question on the worksheet compared to when they were having group work activity. At the experiment stage, 8 productive questions and 19 non-productive questions were obtained. The number decreased as the students were setting up the experiment, observing and analyzing. During the discussion stage, the number had significantly decreased into only 6 productive questions and 2 non-productive questions. Productive question was mostly arisen at the planning stage where the students were trying to identify the problem and constructing an investigative question for them to solve. Further research should be able to describe how asking better questions helps students to learn more.

•••

Keywords

Students’ question, Inquiry-type laboratory, Heat transfer, productive question, non-productive question

(6)

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

PERTANYAAN SISWA DALAM LABORATORIUM INKUIRI PADA

PEMBELAJARAN KONSEP PERPINDAHAN KALOR

AnggitaNovianti K

International Program on Science Education

ABSTRAK

Penelitian ini mencari profil terkini dari pertanyaan siswa dalam sebuah kegiatan laboratorium inkuiri. Siswa kelas 7 sedang mempelajari materi perpindahan panas melalui kegiatan laboratorium inkuiri. Sebuah wacana pendek diberikan kepada siswa untuk merangsang timbulnya permasalahan dalam bentuk pertanyaan investigasi, kemudian siswa diminta untuk membuat sebuah eksperimen untuk menjawab pertanyaan mereka sendiri. Empat kelompok siswa dari dua kelas yang berbeda direkam secara video dan audio. Pertanyaan dikumpulkan melalui lembar kerja siswa dan hasil rekaman suara percakapan siswa selama kegiatan berlangsung. Hasilnya menunjukkan bahwa siswa mengajukan 41 pertanyaan produktif yang berbeda dan 34 pertanyaan tidak produktif pada tahap perencanaan. Dapat terlihat bahwa siswa mengajukan pertanyaan produktif lebih banyak ketika diminta untuk menuliskan pertanyaan pada lembar kerja daripada ketika siswa mengajukan pertanyaan secara verbal pada saat kegiatan berlangsung. Pada tahap eksperimen, 8 pertanyaan produktif dan 19 pertanyaan tidak produktif didapatkan. Jumlah pertanyaan siswapun berkurang ketika siswa menyiapkan eksperimen, mengobservasi, dan menganalisa. Pada tahapan diskusi, jumlah pertanyaan siswa menurun drastis menjadi hanya 6 pertanyaan produktif dan 2 pertanyaan tidak produktif. Pertanyaan produktif sering diajukan oleh siswa pada tahap perencanaan dimana siswa berusaha mengidentifikasi masalah dan menyusun pertanyaan investigasi untuk siswa selesaikan. Penelitian selanjutnya dapat menjelaskan bagaimana mengajukan pertanyaan yang lebih baik dapat membantu siswa untuk belajar lebih banyak.

•••

Kata Kunci

Pertanyaan siswa, Laboratorium inkuiri, Perpindahankalor, Pertanyaanproduktif, Pertanyaantidakproduktif

(7)

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER CONCEPT _{Universitas Pendidikan Indonesia}_|_{repository.upi.edu | perpustakaan.upi.edu}

LIST OF CONTENTS

SHEET OF LEGITIMATION ... i

DECLARATION ... ii

LIST OF APPENDICES ... xi

CHAPTER II INTRODUCTION ... 1

A. Background ... 1

B. Research Problem ... 5

C. Research Question ... 5

D. Limitation of Problem... 5

E. Research Objective ... 6

F. Significance of Research ... 6

CHAPTER II LITERATURE REVIEW ... 7

A. Students’ Question ... 7

B. Inquiry-Type Laboratory ... 9

C. Thermal Energy Concept ... 12

D. Relevant Research ... 14

CHAPTER III RESEARCH METHODOLOGY ... 15

A. Research Method and Research Design ... 15

B. Population and Sample ... 15

C. Operational Definition ... 16

D. Research Instrument ... 17

E. Research Procedure ... 18

CHAPTER IV RESULTS AND DISCUSSIONS ... 22

A. Student’s Questions in Planning Stage of Inquiry-Type Laboratory... 22

(8)

C. Student’s Questions in Discussion Stage of Inquiry-Type Laboratory ... 38

D. Discussion……….42

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 53

A. Conclusions ... 53

B. Recommendations... 53

REFERENCES ... 55

APPENDICES ... 58

(9)

LIST OF TABLES

Table 2.1 The Differences of Productive and Non-Productive Questions ... 9

Table 2.2 Skills and Abilities in An Inquiry-Type Experiment ... 10

Table 2.3 Essential Features of Classroom Inquiry and Their Variations ... 11

Table 3.1 Stages of Inquiry-Type Laboratory………15

Table 3.2 Framework of Recording Transcription ... 18

Table 4.1 Productive and Non-Productive Questions in Planning Stage ... 23

Table 4.2 Written Questions ... 23

Table 4.3 Distribution of Questions in Planning Stage (Group T1) ... 27

Table 4.4 Distribution of Questions in Planning Stage (Group T2) ... 29

Table 4.5 Distribution of Questions in Planning Stage (Group N1) ... 30

Table 4.6 Distribution of Questions in Planning Stage (Group N2) ... 31

Table 4.7 Productive and Non-Productive Questions in Experiment Stage ... 33

Table 4.8 Distribution of Questions in Experiment Stage (Group T1) ... 34

Table 4.9 Distribution of Questions in Experiment Stage (Group T2) ... 35

Table 4.10 Distribution of Questions in Experiment Stage (Group N1)... 36

Table 4.11 Distribution of Questions in Experiment Stage (Group N2)... 37

Table 4.12 Productive and Non-Productive Questions in Discussion Stage ... 38

Table 4.13 Distribution of Questions in Discussion Stage (Group T1) ... 39

Table 4.14 Distribution of Questions in Discussion Stage (Group T2) ... 40

Table 4.15 Distribution of Questions in Discussion Stage (Group N1) ... 41

(10)

LIST OF FIGURES

Figure 2.1 Examples of Each Types of Heat Transfer ... 13

Figure 3.1 Research Scheme ... 20

Figure 4.1 Illustration of Experiment Using Marshmallows ... 42

Figure 4.2 Illustration of Experiment Using Thermometers ... 44

Figure 4.3 The Distribution of Questions at Each Inquiry Stages ... 46

(11)

LIST OF APPENDICES

APPENDIX A :RESEARCH INSTRUMENT ... 58

A.1 Worksheet ... 59

A.2 Rubric of Question Classification ... 62

A.3 Rubric of Recording Transcription ... 62

A.4 Recording Transcription Form ... 62

A.5 Lesson Plan ... 63

APPENDIX B : RESEARCH DATA ... 66

B.1 List of Students’ Questions ... 67

B.2 Recording Transcription ... 71

B.3 Written Questions on Planning Stage ... 99

B.4 Sample of A Filled Student's Worksheet………..101

APPENDIX C : RESEARCH DOCUMENTATION ... 104

(12)

CHAPTER I INTRODUCTION

A.Background

Questioning ability is an integral part of meaningful learning and

scientific inquiry. The formulation of a good question is a creative act and at

the heart of what doing science is all about (Chin & Osborne, 2010). Hofstein

et al. (2005) believe that the development of students’ ability to ask questions

should be seen as an important component of scientific literacy and should not

be overlooked. When students become a citizen, they will often find

themselves in situations in which they will need to ask critical questions and

seek answers so that they will need to make a valid decision. Apparently, this is

the era where everyone can easily have access to tons of information from tons

of both trustable and non trustable sources with just a click of a mouse.

Therefore, knowing what is right matters as much as knowing what is wrong,

and the only that we can do to know the value of right or wrong is through

The essence of learning science is the ability to apply scientific knowledge in

students’ daily life. Discovering possibilities in life through questions is also a

part of applying scientific knowledge. One of the concerns of nowadays

education system is the scientific literacy of the students. Students are

considered to have a scientific literacy when they are able to apply their

scientific knowledge in making decision and facing problems. A very common

activity which can teach students how to find the solution is a laboratory

activity.

There are lots of classification of questions that can be used in analyzing

questions generated by both teacher and students. The questions can be

classified based on their productivity (Jelly, 1985), types of question during a

(13)

2

form of students’ expression, when students are raising question, it means they

are exposing what is in their mind during the time of learning (Marbach-Ad &

Sokolove, 2000). Therefore, students’ question can also be a diagnostic tool for

the teacher to discover students’ understanding.

Students do not only raise question simply because they do not know,

question also acts as something else apart from showing students’ puzzlement.

Students’ question plays many other important roles during a teaching-learning process. According to Chin & Osborne (2010) in the process of argumentation,

questions generated by the students play important roles in the argumentative

process. Inparticular, the questions:

1. Foreground any incomprehension or points of disagreement students had;

and pushed them to articulate these either covertly to themselves or overtly

to their peers.

2. Prompted students to make explicit their beliefs and claims, thus displaying

their (mis)conceptions for peers to examine.

3. Spurred students to identify the key concepts relevant to the scientific

phenomenon at hand.

4. Impelled students to make connections between their various ideas, and

elicited self- or peer-explanations of the scientific phenomenon.

5. Challenged opposing view points, stimulating peers to critically evaluate

their initial ideas and to consider alternative propositions.

A recent research by Chin & Osborne (2010) showed that there is a

positive correlation between the numbers of questions students ask with the

generated argument they result in. It clearly indicates that students’ question

has a pivotal role in helping students construct their knowledge, which in turns

helps them to learn. Questions act as a scaffolding stairs for students, it helps

students to understand a certain knowledge step by step. It also helps as a

reminder for the students of what they understand and what they did not

understand on a discussion. When students raise questions, they are expressing

their curiosity toward something. A curious student is a student who wants to

learn more. Helping students learn from their own question could help

(14)

3

Learning is not only about answering. Education is expected to help

students critically analyze the conditions around them. Researcher analyzes

answer, but answer does not come alone before a question was raised.

Recently, schools are educating students on how to answer compared to nurture

students on the culture of asking (Hofstein, Naaman, & Iyad 2010). Students

will later on be the master of answering but still a novice at questioning.

Questions are designed to probe, to find something that is not already

there, to discover relationships and possibilities that are not given (Bowker,

2010). Therefore investigative questions which trigger the students to discover

more and more likely to be answered by further investigations are considered

as higher-order level of question according to Hofstein, et al (2005). However a

research by Allmond & Makar (2010) reveals that writing investigative

questions emerged as challenging for the students. Students learn from the

depth of a question. The deeper the question is, the more knowledge students

will be able to learn. Students should not only nurture the habit of asking

question, but they also should be able to raise investigative question. For when

students are given a state of condition, they can find the possibilities that are

not given in the state. It would open their mind to solve their problem in many

alternatives of solutions.

Laboratory activities have long had a distinctive and central role in the

science curriculum, and science educators have suggested that many benefits

accrue from engaging students in science laboratory activities (Hofstein &

Lunetta, 2003). They also suggest that through a proper developed inquiry

laboratory the potential to enhance students’ meaningful learning, conceptual

understanding, and their understanding of the nature of science is more likely

to happen. Hands-on learning activities alone is believed to be not sufficient for

conceptual change and therefore students also needed an opportunity to process

for meaning through class discussion of the reasons behind what they observed

in their independent design activities according to Dalton et al. (1997).

For well over a century, laboratory experiences have been purported to

promote key science education goals including the enhancement of students’

(15)

4

practical skills and problem solving abilities, scientific habits of mind,

understanding of the nature of science (Hofstein & Lunetta, 2003). Simple

inquiry tasks popularly known as “cookbook” may not only fail to help

students learn to reason scientifically; they may also foster a nonscientific

epistemology in which scientific reasoning is viewed as simple, certain,

algorithmic, and focused at a surface level of observation (Chinn & Malhotra,

2002). It would also be a form of creative act to let students solve their

problem with their own way, as an application of what they have learned

during their life time.

A large number of learning outcomes, particularly inquiry abilities, are

best learned through investigations, and those motivated by students' own

questions can be invaluable learning opportunities. Students also learn the

characteristics of questions that can be properly investigated if they have

opportunities to pose and investigate questions (National Research Council,

2000).

It is important to know the quality and types of questions arisen by

students. For it is one of the indicators whether the students are able to apply

their scientific knowledge or not while working on a group with their peers.

Through this research, the flow of information among students inside their

discussion can also be seen. Whether all students equally contributed inside the

discussion or only dominant persons with high self-esteem and knowledge are

the ones in charge of the discussion and activity.

The chosen topic for this research was not randomly picked by the

researcher. Heat transfer is one of the topics which have the closest relation

with students’ daily life. Students are familiar with heat, when they feel familiar with a certain topic it is expected that they raise more question in the

activity.

Inquiry-based learning has always been a major answer in the demand of

a new reformation in science teaching. Researches had proven that inquiry may

lead to a better understanding, better achievement, and a more probable

meaningful learning. Yet little research had been sufficient to describe how it

(16)

5

this research is to investigate students’ questions on inquiry-type laboratory in learning heat transfer.

B.Research Problem

Based upon the research background described previously, the research

problem of this study is “How is students’ question on inquiry-type

laboratory in learning heat transfer?”

C.Research Question

Based on the previously stated research problem, this research attempts to

explore the following questions:

1. How is students’ question during the planning stage of inquiry-type

laboratory?

2. How is students’ question during the experiment stage of inquiry-type

laboratory?

3. How is students’ question during the discussion stage of inquiry-type

laboratory?

D.Limitation of Problem

In order to avoid a widening problem in this research, then the research

will be limited to as follow:

1. Students’ questions in this research is the relevant questions posed by the

students which will be classified by its’ productivity (Jelly, 1985).

2. Inquiry-type laboratory features in this research is adapted from National

Research Council (2000)

3. The topic developed in this research is limited to heat transfer such as;

(17)

6

E.Research Objective

The research objective is specified to as follow:

1. To identify students’ question during the planning stage of inquiry-type

laboratory

2. To identify students’ question during the experiment stage of inquiry-type

laboratory

3. To identify students’ question during the discussion stage of inquiry-type

laboratory

F. Significance of Research

The result of this research is expected to give a good input to as follow:

1.For Teachers

This research is expected to become a reference in designing an inquiry-type

laboratory in order to develop students’ questions-asking ability. 2.For Students

Through inquiry-type laboratory, it is expected that the student develop

more and better questions in order to understand science not only as a

product, but also to understand science as a process

3.For Other Researchers

As input and introductory study to comprehend the effect of inquiry-type

(18)

CHAPTER III METHODOLOGY

This chapter describes how the research was conducted, the population and

sample of the research, operational definitions, the instruments included inside the

research and the systematical steps of how to conduct this research in the form of

procedure.

A. Research Method and Research Design

1. Research Method

The aim of this research is to investigate the current profile of

students’ question in an inquiry laboratory activity, without

investigating the impact of inquiry-lab activity itself towards students’

achievement. Descriptive method was used in this research because the

researcher tried to describe a certain variable in a given state (Fraenkel

& Wallen, 2007)

2. Research Design

In this research, the researcher record information on self-designed

protocols that helps the researcher to organize information reported by

participants to each question (Creswell, 2012). Observation which is the

process of gathering open-ended, firsthand information by observing

people and places at a research site was used in this research. The data

was taken in the forms of recording transcription, and worksheet of

students’ work.

The implementation of inquiry-stage laboratory is divided into

three stages; planning stage, experiment stage, and discussion stage.

Each stages follow the features of inquiry learning described by

National Research Council (2000).

Table 3.1 Stages of Inquiry-Type Laboratory

Stage Learning Experience Inquiry Feature

Planning Stage 1. Reading a short passage on the worksheet

(19)

16

2. Writing down

Experiment Stage 1. Conducting the designed experiment Discussion stage 1. Discussing the result of

the experiment

At the planning stage, the students were given a short passage as a

trigger for them to raise questions. They were given time to construct

and write down questions that went through their mind after reading the

given passage. These questions were then written down by the students

on their worksheet. After finished writing down their questions, the

group discussed a question as their investigative question to be

answered through an experiment. The experiment to answer their

investigative question, is also established through this discussion.

At the experiment stage, students are required to conduct the

experiment they previously designed in the planning stage. The

experiment is of course conducted after their experiment design has

(20)

17

finished working and observing in their designed experiment. It is the

time where students generate a conclusion based on the data they have

collected at the experiment stage.

B. Population and Sample

The location of this research was an International Junior High School in

Bogor. This school implements National Curriculum 2006 along with

Cambridge Curriculum in the learning process. The school also uses English

as the main language in the classroom; however Indonesian language is also

used at certain times in the classroom.

The population in this research was the 7th grade students. The samples

were two classes in 7th grade. The activity and discourse of two groups from

each two class were recorded for further analysis.

The criteria for selection of the recorded sample groups were that the

chosen students should be (a) verbally expressive so that the discourse could

be captured on tape; (b) likely-to stay on task; (c) able to work with each other

cordially (Chin & Osborne, 2010). The sample groups were chosen by the

subject teacher who claimed to have known the personality of each student.

The sampling technique was purposive sampling where the researcher

intentionally selects individuals and sites to learn or understand the central

phenomenon (Creswell, 2012).

C. Operational Definition

In order to avoid misconception in this research, several operational

definitions are explained in this research. Those terminologies are explained

as follow:

1. Students’ questions were analyzed through classifying them according

to the question’s productivity.

2. According to National Research Council (2000) an inquiry-type

laboratory has five features: (1) Learner engages in scientifically

oriented questions, (2) Learner gives priority to evidence in

(21)

18

evidence, (4) Learner connects explanations to scientific knowledge,

and (5) Learner communicates and justifies explanations.

D. Research Instrument

work, a worksheet that contains questions that allows the researcher to

collect a series of data on the number of questions posed by the

students including the questions itself.

2. Framework of Question Classification

To avoid subjectivity in classifying the level of questions posed by

the students, a framework of classifying productive and

non-productive questions made by Jelly (1985) was used. The

classification will also be verified by lecturers to promote the accuracy

of question classification.

3. Framework of Recording Transcription

The groups which were audio-taped in this research are not just

randomly chosen from each class. The groups fulfilled the criteria

determined by Chin & Osborne (2010) in order to have a better quality

of transcription and better understanding of the central phenomenon.

Table 3.2 Framework of Recording Transcription

Criteria for Students Content of Transcription

Verbally expressive Interaction among students inside the group

Likely-to stay on task Interaction of students with teacher

Able to work with each other cordially

Science content related

Laboratory activity instruction related

(22)

19

4. Form of Recording Transcription

The groups were both audio and video-taped in order to record the

students’ discourse. They were transcripted to be analyzed further.

The questions arisen from the students in the discourse were the main

focus of this research.

At this stage, researcher focused in the preparation to conduct and

support the research. The following are the steps of preparation stage:

a) Formulate problem to be investigated

b) Determine the focus of variable research

c) Conduct literature review of students’ question, inquiry-type

laboratory, thermal energy, and curriculum

d) Arrange the research proposal that includes chapter I, chapter II, and

chapter III which is presented in a proposal seminar

e) Revise the research proposal after having suggestions and critics from

lecturers.

f) Design a teaching-learning process which will be conducted at

implementation stage.

g) Report research instrument.

h) Revise instrument after having validation.

i) Prepare research license.

j) Determine research subject.

2. Implementation Stage

At this stage, data collections are accomplished at school, when the

researcher recorded the inquiry-type laboratory activity from the sample

groups.

(23)

20

b) Conduct research activity by implementing inquiry-type laboratory

method and recording (video and audio) the sample groups

c) Give questionnaire to know the student’s response towards

implementation of inquiry-type laboratory in the teaching learning

process

3. Completion Stage

This is the final stage of the research design, the steps which were

conducted in this stage is explained as the following steps.

a) Create a transcription for the recordings

b) Collect an agreement degree from experts

c) Analyze the result of the research implementation

d) Discuss and conclude the data analysis result

e) Arrange a report of the research

Figure 3.1 presents the scheme of this research starting from

(24)

21

Figure 3.1 Research Scheme

Inquiry-Type Laboratory on Learning Thermal Energy

(25)

CHAPTER V

CONCLUSION AND RECOMMENDATION

A.Conclusion

Based on the descriptions on previous chapters, the author summed up

several conclusions of the previous explanations. Firstly, students tend to ask

more productive questions in the planning stage of inquiry-type laboratory.

However the tendency is higher when the students were asked to write down

the questions compared to when they spontaneously asked the question in the

activity.

Secondly, students in the experiment stage of inquiry-type laboratory

tend to ask non-productive question and not much of meaningful discourse can

be taken during this stage. However, the result of video analysis shows that the

students were seen to be focusing on following procedure, setting up the

planned experiment, observing and analyzing in this stage.

Lastly, students tend to ask fewer yet productive questions during the

discussion stage as a form of concluding what they have observed at the

previous stage. They were concluding what they have observed in a form of

question since they need the clarification from other members of the group to

come up with a single agreeable conclusion.

B.Recommendation

Based on the experience during conducting this research, several

recommendations could be taken from this research. First, it would be much

better to make a transcript with a small number of students inside the groups. A

transcription could help the researcher to understand what the students are

talking inside the activity. Making a transcript of a recorded conversation is a

bit hard when there are 4-5 students inside the group, it would take a long time

to transcript. This research took most of the researcher’s time in making the

transcription. Therefore, it would be better if the number of students is smaller

(26)

54

Second, further research should divide the inquiry-type laboratory

activity into at least two meetings in order to avoid students’ rush due to the

time limit of one meeting. As can be seen from the result of the discussion

stage in this research, not much of students’ conversation could be taken due to

the time limit.

Teachers should use inquiry-type laboratory activity because it nurtures

the culture of questioning and encourages autonomous learning. However

teachers need to consider the time consumption for each stage, and guide

students by not directly answering their question to promote autonomous

learning. Creating the environment that supports the students to investigate

takes a lot of time and effort to invest, however this type of learning allows the

(27)

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER

CONCEPT Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

REFERENCES

Allmond, S & Makar, K. (2010). ―Developing Primary Students’ Ability to Pose

Questions in Statistical Investigations‖. [Online]. International Conference

on Teaching Statistics. 11th July 2010. Retrieved from http://icots.info [Accessed on: 20th January 2015]

Almeida, P & Neri de Souza, F. (2010) Questioning Profiles in Secondary Science Classrooms. International Journal of Learning and Change. 4(3), 237-251

Bowker, M. H. (2010) Teaching Students to Ask Questions Instead of Answering Them[Online] Retrieved from: http://www.nea.org [Accessed on: 6th September 2014]

Brickman, P., et al. (2009) Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning. (2), 1-22

Century, J.,Minner, D.D., Levy, A.J. (2009) Inquiry-Based Science Instruction— What Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal Of Research In Science Teaching. –(--), 1-24

Chin, Christine. (2002). Student-Generated Questions: Encouraging Inquisitive Minds in Learning Science. [Online] Retrieved from: http://repository.nie.edu.sg [Accessed on: 9th September 2014]

Chin, C., & Osborne, J. (2010). Students’ Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. Journal Of Research In Science Teaching, 47 (7), 883–908

Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks. Science Education. 86(2), 175-218.

Cresswell, John W. (2012) Educational Research. Boston: Pearson

Cutnell, J.D & Johnson, K.W (2007) Physics: 7th Edition. US: John Wiley & Sons

(28)

56

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER

Deters, Kelly, M. (2005) Student Opinions Regarding Inquiry-Based Labs. [Online] Retrieved from: http://jabryan.iweb.bsu.edu. [Accessed on: 29th October 2014]

Fraenkel, J.R., & Wallen, N.E., (2007) How to Design and Evaluate Research in Education, Sixth Edition. New York: Mc-Graw Hill.

Hewitt, Paul G. (1993) Conceptual Physics, Seventh Edition. San Francisco: Harper Collins

Hofstein, A.,Naaman, R.M.,Iyad, D. (2010). Effect Of Culture On High-School Students’ Question-Asking Ability Resulting From An Inquiry-Oriented

Chemistry Laboratory. International Journal of Science and Mathematics

Education. -- (--), 1-27

Hofstein, A., et al. (2005) Developing Students’ Ability to Ask More and Better QuestionsResulting from Inquiry-Type Chemistry Laboratories. Journal Of Research In Science Teaching. 42(7), 791-808.

Hofstein, A., & Lunetta, V.N. (2003) The Laboratory in Science Education: Foundations for the Twenty-First Century.[Online] Retrieved from: http://gpquae.iqm.unicamp.br. [Accessed on: 27th October 2014]

Hofstein, A., & Kipnis, M. (2007) Inquiring the Inquiry Laboratory in High School. Netherlands: Springer

Jelly, S (1985) Helping Children Raise Questions – and Answering Them. London: Heinemann Educational Books

Keys, C.W. (1998). A study of grade six students generating questions and plans for open-ended science investigations. Research in Science Education. 28(3), 301-316.

Literacy GAINS (2013) Make Room for Students To Pose And Pursue Questions. [Online] Retrieved from: http://www.edugains.ca [Accessed on: 6th September 2014]

Marbach-Ad, G. & Sokolove, P.G. (2000) Good science begins with good questions, Journal of College Science Teaching, 30(--), 192–195.

(29)

57

STUDENTS’ QUESTIONSON INQUIRY-TYPE LABORATORY IN LEARNING HEAT TRANSFER

Waters, Norman, C.,(2012) The Advantages of Inquiry-Based Laboratory Exercises within the Life Sciences. [Online] Retrieved from: http://www.usma.edu [Accessed on: 27th October 2014]