Asia-Pacific Forum on Science Learning and Teaching, Volume 19, Issue 1, Article 7 (Jun., 2018) Endang SUSANTINI, Ulfi FAIZAH, Bertha YONATA, Ika KURNIASARI and SURYANTI Using instructional video to improve awareness of scientific approach in science classroom Contents Next

Using instructional video to improve awareness of scientific approach in science classroom

 

Endang SUSANTINI*
Biology Education Program, Universitas Negeri Surabaya, Surabaya, INDONESIA
Corresponding Author’s Email:endangsusantini@unesa.ac.id

Ulfi FAIZAH
Biology Education Program, Universitas Negeri Surabaya, Surabaya, INDONESIA

Bertha YONATA
Chemistry Education Program, Universitas Negeri Surabaya, Surabaya, INDONESIA

Ika KURNIASARI
Mathematic Education Program, Universitas Negeri Surabaya, Surabaya, INDONESIA

SURYANTI
Department of Primary School Education, Universitas Negeri Surabaya, Surabaya, INDONESIA

Received 27 Feb., 2017
Revised 24 Jun., 2018

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Contents

• Abstract
• Introduction
  • Instructional Video: Bridging Teachers to Learn for Professional Development
  • Varying Models of Teaching to Apply Scientific Approach in Classroom
  • Importance of the Study
• Methods
  • Research Design
  • Participants
  • Research Instrument and Procedure
  • Data Collection and Analysis
  • Reliability and Validity
• Result and Discussion
  • Scientific Approach in Science Classroom Identified
  • Pre-service Teachers’ Response about the Instructional Video
• Conclusion and Suggestion
  • Acknowledgments
• References
• Appendix A

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Abstract

Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve pre-service teachers’ awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among pre-service teachers can be used to improve pre-service teachers’ awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform.

Keywords: instructional video, scientific approach, modelling, science teaching, pre-service teacher education