Learning Retention of Preservice Science Teachers About the Nature of Science: an Explicit Reflective Inquiry-Based Learning and History of Scientist

Safkolam, Roswanna; Sofilan Madahae; Phurkonni Saleah

doi:10.15294/bkdry740

Jurnal SINTA 1

Learning Retention of Preservice Science Teachers About the Nature of Science: an Explicit Reflective Inquiry-Based Learning and History of Scientist

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 3 (2024)

DOI: 10.15294/bkdry740
ISSN: 2089-4392, 2339-1286
Published: 2024-08-29
Publisher: Universitas Negeri Semarang
Language: eng

Abstract

Understanding the nature of science is one component of knowing science and is key for science teacher students to to have a correct understanding. Therefore, the researcher was interested in studying the learning persistence of understanding the nature of science among the science teacher students after the course with a series of inquiry-based learning activities combined with reflective indication and history of scientists for 1 month using a combination of research methodology. The target group for the research was 35 science teacher students of a Rajabhat University in southern Thailand. The research tools include 1)learning management plan 2) Questionnaire on understanding the nature of science 3) a semi-structured interview form on understanding the nature of science. For quantitative data analysis with percentage, mean, standard deviation, t-test for dependent sample, and analyze qualitative data with content-oriented analysis. The results showed that: Science teacher students who studied with the learning activity set had a statistically significant average score of understanding the nature of science after a one-month learning gap, not statistically significantly different from after the course, at a level of.05.All scientific community resolutions feature the nature of science. The results show that incorporating the inquiry process into teaching, along with an explicit reflective approach and the historical context of scientists, can greatly enhance the student's understanding and learning retention of the nature of science.

Keywords

Collaboration network of the authors

11 authors · 20 co-authorship links · 11 across different organisations

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Yala Rajabhat University
State University of Malang
Srinakharinwirot University
Universitas Negeri Surabaya

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

Show as table

Co-author	Organisation	Joint articles
Supriyono Koes Handayanto	State University of Malang	1
Tutut Nurita	Universitas Negeri Surabaya	1
Lia Yuliati	State University of Malang	1
Arif Hidayat	State University of Malang	1
Piyasiri Soontornnon Sinchai	Yala Rajabhat University	1
Pinit Khumwong	Srinakharinwirot University	1
Chaninan Pruekpramool	Srinakharinwirot University	1
A. Hajisamoh	Yala Rajabhat University	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en">Learning Retention of Preservice Science Teachers About the Nature of Science: an Explicit Reflective Inquiry-Based Learning and History of Scientist</dc:title>
	<dc:creator xml:lang="en">Safkolam, Roswanna</dc:creator>
	<dc:creator xml:lang="en">Sofilan Madahae</dc:creator>
	<dc:creator xml:lang="en">Phurkonni Saleah</dc:creator>
	<dc:subject xml:lang="en">Learning retention</dc:subject>
	<dc:subject xml:lang="en">Nature of science</dc:subject>
	<dc:subject xml:lang="en">Inquiry-based learning</dc:subject>
	<dc:subject xml:lang="en">Explicit and reflective approach</dc:subject>
	<dc:subject xml:lang="en">History of scientist</dc:subject>
	<dc:description xml:lang="en">Understanding the nature of science is one component of knowing science and is key for science teacher students to to have a correct understanding. Therefore, the researcher was interested in studying the learning persistence of understanding the nature of science among the science teacher students after the course with a series of inquiry-based learning activities combined with reflective indication and history of scientists for 1 month using a combination of research methodology. The target group for the research was 35 science teacher students of a Rajabhat University in southern Thailand. The research tools include 1)learning management plan 2) Questionnaire on understanding the nature of science 3) a semi-structured interview form on understanding the nature of science. For quantitative data analysis with percentage, mean, standard deviation, t-test for dependent sample, and analyze qualitative data with content-oriented analysis. The results showed that: Science teacher students who studied with the learning activity set had a statistically significant average score of understanding the nature of science after a one-month learning gap, not statistically significantly different from after the course, at a level of .05.All scientific community resolutions feature the nature of science. The results show that incorporating the inquiry process into teaching, along with an explicit reflective approach and the historical context of scientists, can greatly enhance the student's understanding and learning retention of the nature of science.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-08-29</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/journals/jpii/article/view/4411</dc:identifier>
	<dc:identifier>10.15294/bkdry740</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan IPA Indonesia; Vol. 13 No. 3 (2024): September 2024</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v13i3</dc:source>
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	<dc:rights xml:lang="en">Copyright (c) 2024 Jurnal Pendidikan IPA Indonesia</dc:rights>
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