Using instructional video to improve awareness of scientific approach in science classroom http://www.ied.edu.hk/apfslt/v17

Although this study was only preliminary evaluation to the present instructional video, it could be inferred that pre-service teachers could learn on how to teach scientific approach in science classroom and perceive good response in that accordance through a modelling in the instructional video. To provide clearer evidence on how the instructional video affects implementation of scientific approach, there should be more studies which disseminates the instructional video to the large sample of teachers and evaluates pre-service teachers’ pedagogical skills in implementing scientific approach.

Acknowledgments

The author would like to thank to Ministry of Research and Technology (Kemenristek)-Directorate General of Higher Education (DIKTI) Indonesia and Islamic Development Bank (IDB) as Excellent Research of Higher Education “The Development and Upgrading of Seven Universities in Improving the Quality and Relevance of Higher Education in Indonesia” that was given funding to Universitas Negeri Surabaya in 2015. The authors thanked (1) first year students of Chemistry Education program and Biology Education program who directly involved in the instructional video-filming, (2) all of the pre-service teachers who agreed to take part in the study.