A Conceptual Framework of the Ethno-Inquiry Learning Model and Its Validity to Support Pre-service Science Teachers’ Critical Thinking Performance

DOI

10.2991/978-94-6463-232-3_20How to use a DOI?

Keywords

Ethno-Inquiry Learning Model; Conceptual Framework; Validity; Critical Thinking

Abstract

The purpose of this study is to create a conceptual framework for the ethno-inquiry learning model and determine its validity in supporting pre-service science teachers’ critical thinking ability. The conceptual framework is constructed on an in-depth study of theoretical and empirical studies, information and literacy on pertinent topics dealing with critical thinking methodologies, inquiry studies, and ethno-science. Furthermore, it arose from the vision of an ethno-inquiry learning model, that is, an inquiry learning model connected with ethno-science to produce the critical thinking skills of pre-service teachers who teach science. The ethno-inquiry learning model was subsequently validated by five expert validators in a focus group discussion (FGD). The validity of the ethno-inquiry learning model was assessed by the validators in terms of content and constructs validity. The validation revealed that both the content and the construct of the ethno-inquiry learning model were pronounced very valid for supporting the critical thinking skills. The findings were then used to provide guidelines for adopting the model in the classroom.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Saiful Prayogi
AU  - Sukainil Ahzan
AU  - Indriaturrahmi
AU  - Joni Rokhmat
PY  - 2023
DA  - 2023/08/17
TI  - A Conceptual Framework of the Ethno-Inquiry Learning Model and Its Validity to Support Pre-service Science Teachers’ Critical Thinking Performance
BT  - Proceedings of the 2nd International Conference on Science Education and Sciences 2022 (ICSES 2022)
PB  - Atlantis Press
SP  - 191
EP  - 201
SN  - 2352-541X
UR  - https://doi.org/10.2991/978-94-6463-232-3_20
DO  - 10.2991/978-94-6463-232-3_20
ID  - Prayogi2023
ER  -