Corak amalan pengajaran inkuiri berdasarkan interaksi verbal guru kimia

Abstract

Inquiry is one of the main teaching approaches in teaching chemistry. This study investigates inquiry teaching practices in laboratory lessons through verbal interaction. A total of 23 chemistry teachers from 13 national secondary schools in Kuala Lumpur were involved in this study. Data were collected using Instrumen Pemerhatian Interaksi Verbal Pengajaran Inkuiri (IPIVPI) which was built based on previous existing classroom observation instruments; and semistructured interview. Descriptive statistics and cluster analysis were used to analyse the data. Findings from this study showed that there were three clusters of inquiry teaching pattern. Respondents in first cluster emphasised on group activity and teacher giving instruction; respondents in cluster two emphasised on group activity and teacher giving explanation while respondent in third cluster emphasised on teacher giving explanation. Majority of the respondents (95.65%) showed mixed approach of teacher-centred and student-centred. Percentage of teacher’s statement is higher than percentage of teacher’s questions in these three clusters. In conclusion, implementation of inquiry teaching was found to be less effective. Hence, chemistry teachers should understand what inquiry teaching is and implement this teaching approach to their best ability.