The Development of a Chemistry Instructional Model That Combines Inquiry-Based Learning and Problem-Based Learning to Encourage Undergraduate Students to Develop Integrated Science Process Skills
Keywords:
inquiry-based learning, problem-based learning, integrated science process skillsAbstract
The objectives of this research are to 1) develop an instructional model for chemistry that combines inquiry-based and problem-based learning to encourage the development of integrated science process skills and 2) examine integrated science process skills after using the model. 11 students majoring in analytical chemistry in the first semester of the school year 2021 made up the sample group. The integrated science process skill assessment form, and two plans of qualitative analysis were the two main research tools. The mean and standard deviation were used to analyze the data.
The findings revealed that:
1) The development of a chemistry instructional model that combines inquiry-based learning and problem-based learning to help undergraduate students gain integrated science process abilities. It is composed of the following five components: 1) The model's principles 2) Objectives 3) There are five steps in the learning management process: step 1 is to pique interest; step 2 is to comprehend and search; step 3 is to explain and summarize information; step 4 is to broaden knowledge; step 5 is to present and evaluate; step 4 is measurement and evaluation; and step 5 is conditions for the model to be used effectively.
2) Students had modest levels of integrated science process abilities after using the approach to build those skills.
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