Guidelines for Managing Socio-scientific Inquiry-based Learning to Promote the Competencies of Sustainable Coexistence with Nature and Science on the Subject of Life in the Environment for Fourth-grade Secondary School Students

Abstract

The research article consisted of the following objectives: 1) to investigate the guidelines for managing socio-scientific inquiry-based learning to promote the competencies of sustainable coexistence with nature and science on the subject of life in the environment; and 2) to explore the results of promoting the competencies of sustainable coexistence with nature and science on the subject of life in the environment by using socio-scientific inquiry-based learning management. The target group consisted of 22 fourth-grade secondary students. The study used action research in the classroom, with three operating cycles. The tools used were: 1) lesson plans by using socio-scientific inquiry-based learning management to promote the competencies of sustainable coexistence with nature and science on the subject of life in the environment; 2) learning management reflection form; 3) activity worksheets; and 4) form for assessing the competencies of sustainable coexistence with nature and science.

From the study, the following results are found:

1) The guidelines for managing socio-scientific inquiry-based learning include seven steps, which are as follows: (1) identifying socio-scientific issues that are difficult to make decisions; (2) formulating initial comments by dividing students into groups and allowing them to categorize problems and identify stakeholders; (3) forming questions by dividing students into groups based on the problems that they are interested in and play the role of stakeholder, followed by designing inquiry methods and approaches to assess the credibility of information; (4) inquiry process; (5) discussion and analysis of the inquiry; (6) decision making and implementation, the design of an innovation project to solve problems, and guidelines for evaluating the innovation; and (7) reflection on the proposed project and summary of approaches to solving problems in the classroom. 

2) Before and during receiving socio-scientific inquiry-based learning management, students have competencies to coexist sustainably with nature and science at the beginning level. However, after acquiring the aforementioned learning management, they have a higher level. When each component is examined, the competencies in each component change as follows: (1) The first component refers to understanding of phenomena occurring in the world and the universe that is in the beginning level; nevertheless, after receiving the aforementioned learning management, students have a higher level than what was expected; (2) The second component refers to the ability to link the relationships between mathematics and science for sustainable coexistence with nature that is in the developing level; however, after receiving the aforementioned learning management, students have a higher level than what was expected; (3) The third component refers the ability to create, use, and be aware of the technology science that is in the developing level; nevertheless, after receiving the aforementioned learning management, students have a higher level than what was expected; and (4) The fourth level refers to having the characteristics of mathematics and science to understand the system of nature and coexist with it sustainably that is in the beginning level; however, after receiving the aforementioned learning management, students have a higher level than what was expected.