The Effect of Socio-Scientific Inquiry-Based Learning of Life in the Environment on Grade 10th Students’ Asking Questions

Main Article Content

Piyawadee Sompong
Romklao Jantrasee

Abstract

Socio-science inquiry-based learning (SSIBL) is an approach that provides students with opportunities to get real practice by emphasizing the importance of applying the sciences in daily life and encouraging their interests to ask questions and investigate to find out the answer to those questions. This study aimed to investigate the students’ abilities to asking question when they were involved in SSIBL of life in the environment. Forty grade 10 students who studied at a public secondary school located in Chumpae, Khon Kaen Province, participated in this study. This study employed a qualitative research design. Data collections were gathered from asking question forms, reflection forms, video recordings during learning, and unstructured interviews and these data were then analyzed using content analysis. The results showed that the students could improve their abilities to ask questions from non-investigable to investigable types after learning. The most investigable questions found were exploratory, descriptive, and problem-solving types, respectively. It could be concluded that SSIBL assists the students in asking investigable questions involved in environmental situations. Additionally, asking questions plays a role in environmental literacy by initiating them in the seeking of information, speculating, and developing answers with the use of environmental knowledge to their questions.

Article Details

How to Cite
Sompong, P., & Jantrasee, R. . . (2023). The Effect of Socio-Scientific Inquiry-Based Learning of Life in the Environment on Grade 10th Students’ Asking Questions . Journal of Inclusive and Innovative Education, 7(2), 134–148. retrieved from https://so01.tci-thaijo.org/index.php/cmujedu/article/view/267961
Section
Research Article

References

Aflalo, E. (2018). Students generating questions as a way of learning. Active Learning in Higher Education, 22(1), 63-75.

Ariza, M.R., Christodoulou, A., van Harskamp, M., Knippels, M.C.P.J., Kyza, E.A., Levinson, R. et al. (2021).

Socio-scientific inquiry-based learning as a means toward environmental citizenship. Sustainability, 13(20), 11509.

Chin, C. (2002). Open Investigations in science: Posing problems and asking investigative questions. Teaching and Learning, 23(2), 155-166.

Chin, C. & Brown, D.E. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.

Chin, C. & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39.

Crawford, B.A. (2014). From inquiry to scientific practices in the science classroom. In N.G Lederman & S.K. Abell (Eds.). Handbook of research on science education. Abingdon: Routledge.

Easton, P. (2014). Sustaining literacy in Africa: Developing a literate environment. Paris: The United Nations Educational.

Evendi, Susantini, Wasis, & B K Prahani, B K. (2018). Improving students’ scientific asking skills through the implementation of question webs based learning model. Journal of Physics: Conference Series, 1108 01203.

Green, A. & Baek, J. (2022). Developing student outcomes for environmental literacy in K-12 education. Retrieved from https://www.noaa.gov/sites/default/files/2022-09/NOAA_BWET_ELE_Layout_Final_PDFUA _Accessible.pdf

Henderson, J. B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: five arguments for

the role and value of critique in learning science. International Journal of Science Education, 37(10), 1668–1697.

Hofstein, A. Navon, O., Kipnis, M., & Mamlok-Naaman, R. (2005). Developing students’ ability to ask more

and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791-806.

Hollweg, K.S., Taylor, J.R., Bybee, R.W., Marcinkowski, T.J., McBeth, W.C. & Zoido, P. (2011). Developing a framework for assessing environmental literacy. Washington D.C.: North American Association.

Jituafua, A. (2018). Developing questioning skills of science student teachers using ice balloon inquiry

activity and cognitive coaching in the class of learning management skills for a subject-specific area. Journal of SWU Sci, 34(1), 187-205. [in Thai]

Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning–goals–driven design model: Developing curriculum

materials that align with national standards and incorporate project–based pedagogy. Science Education, 92(1), 1–32.

Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014).

Meaningful assessment of learners’ understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65–83.

Levinson, R. (2018). Introducing socio-scientific inquiry-based learning (SSIBL). School Science Review, 100(371), 31-35.

Lombard, F. E., & Schneider, D. K. (2013). Good student questions in inquiry learning. Journal of Biological Education, 47(3), 166–174.

Miftahuddin, M. Roshayanti, F., & Siswanto, J. (2023). Profile of environmental literacy students of SMPN 3 TELUK KERAMAT. Indonesian Journal of Education, 3(1), 44-54.

North American Association for Environmental Education. (2021). K-12 environmental education: Guidelines for excellence. Retrieved from https://eepro.naaee.org/resource/k-12-environmental-education-guidelines-excellence.

Nesseth, N. M., Henson, A. M., & Barriault, C.L. (2021). A framework for understanding the nature of questions asked by audience participants at science cafés. Frontiers in Education, 21(6), 674878.

Office of Natural Resources and Environmental Policy and Planning. (2013). Policies and plans to promote and maintain quality National Environment 1997-2016. Bangkok: ONEP. [in Thai]

Office of Natural Resources and Environmental Policy and Planning. (2017). The environmental situation in the country. Journal of Environmental Quality Situation, 1(2), 1-7. [in Thai]

Office of the Basic Education Commission. (2008). Indicators and core learning content. Bangkok: The Agricultural Cooperative Federation of Thailand. [in Thai]

Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N.G. Lederman & S.K. Abell (Eds.). Handbook of research in science education. (pp. 579–599). Abingdon: Routledge.

Patton, M.Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5), 1189-1208.

Ponlamas, S., & Sawangmek, S. (2021). The development of context-based-learning with argumentation for

promoting students’ environmental literacy in natural resources and environment for 10th grade students. Journal of Education Naresuan University, 23(3), 315-327. [in Thai]

Saad, M. I. M., Baharom, S., Mokshien, S. E., & Setambah, M. A. B. (2017). The study of used socio - scientific issues (SSI) in biology. International Journal of Academic Research in Business and Social Sciences, 7(3), 348-355.

Srimahunt, K., & Intana, J. (2016). The teaching integrated with authentic reflection for the students to care for the human mind. Ratchaburi: Praboromarajchanok institute. [in Thai]

Tanak, A. & Hanuscin, D. (2021). When is asking questions a science practice?. Science and Children, 59(2), 78-81.

Weiss, I. R., & Pasley, J. D. (2004). What is high-quality instruction?. Educational Leadership, 61(5), 24-28.

Zeidler, D. L. & Nichols, B. H. (2009). Socioscientific Issues: Theory and practices. Journal of Elementary Science Education, 21(2), 49-58.