VALIDITAS LEMBAR KEGIATAN PESERTA DIDIK BERBASIS GUIDED INQUIRY STRATEGI READING INFUSION PADA SUB MATERI TEKANAN ZAT CAIR UNTUK MENINGKATKAN LITERASI SAINS SISWA SMP

This research was conducted with the aim of describing the validity of the student activity sheet based on Guided Inquiry Reading Infusion strategy. This study uses a 4-D development model (Define, Design, Develop, Disseminate), but this research is limited only to the Develop stage. Collecting research data using a questionnaire to determine the validity of the student worksheets. The validated student worksheets are student worksheet 1, student worksheet 2, and student worksheet 3. The results showed the analysis of the value of validity value on the aspects of the Dikdactic requirements of 85.27%, 87.08%, and 88.20%, aspects of the constructive requirements of 89.27%, 87.79%, and 88,16% and on the technical requirements of 85.00%, 88.33%, and 87.22%. The conclusion of this research is Guided Inquiry worksheets based on Reading Infusion strategies on the sub-material of liquid pressure to improve students' scientific literacy are declared feasible and valid

RECONCILING THE CIVICS TEST WITH INQUIRY-BASED INSTRUCTION: MAKING THE BEST OF WHAT SEEMS LIKE JUST ONE MORE THING

This dissertation consists of three articles that focus on teaching, learning, and testing in civic education. Each article provides insights into how instructional practices in teaching and learning intersect with a state-mandated civics test. Article One, “Is the United States Citizenship and Immigration Services Test Worthy of Being Included as a High School Graduation Requirement? A Closer Look at Implications for Kentucky,” is mixed methods sequential explanatory study on the implementation of the civics test requirement within two specific Kentucky school districts using student-level assessment data. Findings indicate that opportunities not only to learn civic content, but also learn it in an authentic way, increases the likelihood students will perform better on a civics assessment, such as the Naturalization Test. Article Two, “Can the Civics Test Make You a Good Citizen? Reconciling the Civics Test with Inquiry-Based Instruction,” (Fraker, Muetterties, G. Swan & K. Swan, 2019) is an exploratory article framed by the question “is there a way to teach the factual knowledge needed to pass the civics test using an inquiry approach?” The article sets the stage for further research and lays out, using the Inquiry Design Module (IDM) process (Grant, Lee, & Swan, 2017), an embedded-action inquiry blueprint to combat the struggles teachers face when trying to implement the civics test in a meaningful way. Article Three, “Putting Inquiry to the Test: A Case of Ambitious Social Studies Teaching,” is an exploratory qualitative study that used an embedded, single-case study to target one teacher’s approach on how to implement a state-mandated test using an inquiry approach. This case study analysis considers the data through the lens of the key elements of questions, tasks, sources, and ambitious teaching, which revealed evidence that naturally began to tell a story about one teacher’s use of inquiry to meet the requirements of the fact-based test. This study also revealed that implementing an inquiry-based approach is a highly nuanced endeavor requiring a teacher who can employ the principles of ambitious teaching

An analysis of legal and political influence on the form and nature of post-2005 public inquiries and their significance

Public inquiries are major instruments of accountability, convened to address matters of public concern. Every time a new inquiry is convened, decisions are made by government ministers and inquiry chairs to determine their form and nature, which in turn affect their independence, powers, subject matter, and openness to public scrutiny. This research is a systematic, library-based analysis of: witness evidence to the 2013-14 House of Lords Select Committee on the Inquiries Act on the law and practice of public inquiries, legislation, case law and other documentary sources to observe, in practice, what political and legal influence is being exerted on the form and nature of public inquiries, by whom, and to what effect. The research uses a mixed-method approach of inductive analysis and critical examination of secondary data; doctrinal legal research; and broader desk-based research. The research found that attempts by parliamentary committees to reform the decisionmaking process have been largely unsuccessful, with successive governments rejecting attempts to restrict the power of the minister. The courts' involvement has been restricted to clarifying the legal requirements for an effective inquiry. There is a statutory framework for public inquiries. However, the research found that the form and nature of public inquiries has been evolving within and outside that statutory framework, not through legislative change, nor directly because of action through the courts, but through political pressure exerted at the level of individual inquiries, often due to conflicting expectations about the role of an inquiry. The research concludes that: this provides an arbitrary and inconsistent source of scrutiny; the conflicting expectations must be addressed; and the recent move towards greater formal consultation is welcome. It recommends that future reviews of the public inquiry process be addressed not only to government but more widely and urges greater public education to enhance wider public scrutiny

Transposing from the laboratory to the classroom to generate authentic research experiences for undergraduates.

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects

Conceptual misfits in email-based current awareness interaction

Purpose - This research aims to identify some requirements for supporting user interactions with electronic current-awareness alert systems based on data from a professional work environment. Design/methodology/approach - Qualitative data was gathered using contextual inquiry observations with twenty-one workers at the London office of an international law firm. The analysis uses CASSM (‘Concept-based Analysis of Surface and Structural Misfits’), a usability evaluation method structured around identifying mismatches, or ‘misfits’, between user-concepts and concepts represented within a system. Findings - Participants were frequently overwhelmed by email alerts, and a key requirement is to support efficient interaction. Several misfits which act as barriers to efficient reviewing and follow-on activities are demonstrated. These relate to a lack of representation of key user-concepts at the interface and/or within the system, including alert items and their properties, source documents, ‘back-story’, primary sources, content categorisations and user collections. Research limitations/implications - Given these misfits we derive a set of requirements to improve the efficiency with which users can achieve key outcomes with current-awareness information as these occur within a professional work environment. Originality/value - The findings will be of interest to current-awareness providers. The approach is relevant to information interaction researchers interested in deriving design requirements from naturalistic studie

Title I Middle School Teacher and Principal Perspectives on Inquiry-Based Science Instruction

Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based science instruction. Interviews were conducted with 11 science teachers and two principals in Title I middle schools. Participants held careers in education for a minimum of 3 years. Open coding was used to support thematic analysis. Findings that emerged include inquiry-based science instruction is the preferred instructional strategy, the need for professional development aligned with collaboration, teacher-centered instruction is ongoing and recurrent, and science needs to be a priority content area in Title I improvement plans. The identified perspectives inform mentoring support and the communication of a clear vision to positively impact the implementation of inquiry-based learning in the classroom. Improving the quality of teaching through the unencumbered delivery of inquiry-based science instruction may have social change implications for student success in school, higher education, and employment prospects, thus influencing the economic growth of communities and improving social mobility across generations

Title I Middle School Teacher and Principal Perspectives on Inquiry-Based Science Instruction

Title I middle schools face challenges delivering effective inquiry-based science instruction within the framework of Title I requirements. The purpose of this basic qualitative study was to explore Title I middle school teacher and principal perspectives on and experiences with the challenges of delivering inquiry-based science instruction within the framework of Title I requirements. Dewey’s theories of experiential learning and Vygotsky’s theory of sociocultural constructivism provided the conceptual framework for this study. The research questions focused on teacher and principal experiences with inquiry-based science instruction and the impact Title I school policies and practices had on the delivery of inquiry-based science instruction. Interviews were conducted with 11 science teachers and two principals in Title I middle schools. Participants held careers in education for a minimum of 3 years. Open coding was used to support thematic analysis. Findings that emerged include inquiry-based science instruction is the preferred instructional strategy, the need for professional development aligned with collaboration, teacher-centered instruction is ongoing and recurrent, and science needs to be a priority content area in Title I improvement plans. The identified perspectives inform mentoring support and the communication of a clear vision to positively impact the implementation of inquiry-based learning in the classroom. Improving the quality of teaching through the unencumbered delivery of inquiry-based science instruction may have social change implications for student success in school, higher education, and employment prospects, thus influencing the economic growth of communities and improving social mobility across generations

Elementary Teachers\u27 Definitions and Usage of Inquiry-Based Mathematics Instruction

Current educational leaders call for students to build his or her own mathematical understanding from experiences, coupled with feedback from peers, teachers, and themselves and gain a conceptual understanding of mathematics. Researchers agree that inquiry in the elementary mathematics classroom can help increase conceptual understanding. This case study focused on how elementary teachers define inquiry-based mathematics and implement it in their classrooms. Interviews, observations and lesson analysis were used to investigate what identities, relationships and activities look like in an elementary classroom that uses inquiry. All of the participants felt problem solving and working collaboratively were essential for inquiry but each teacher defined them differently. Questioning was also an important feature of inquiry according to the teachers. Professional development seemed to have a strong impact on why these teachers use inquiry in their classrooms. As far as the relationships necessary to teach using inquiry, teachers did not indicate that administrators’ nor peers’ support were necessary to continue using this type of pedagogy in their classrooms. The participants believed that including inquiry in mathematics was a best practice and continued to incorporate inquiry because they felt it allowed their students to gain a deeper understanding of mathematics. The local field of each teacher influenced the planning they did before the lesson and the activities they included in their inquiry instruction. The written plans of each participant differed greatly. The requirements of the district had an effect on how much detail the participants included in their planning documents. Also, whether they were planning for their entire grade level or just themselves influenced how much detail was included. Another aspect of the mathematics classroom that was influenced by the local field was including a software program, which is expected to be a part of students’ daily mathematics instruction. The various ways inquiry is carried out and how the local field influences this is important for educators at all levels to understand. This study has implications for teachers, administrators and teacher educators. Inquiry means a variety of things to elementary teachers within this study. If mathematics educator leaders, teachers and administrators want to infuse more inquiry into the classroom, the many ways it is carried out needs to be understood

User requirements in the design of European affordable housing

The paper highlights how the knowledge of users is complex and still defective in the area of European affordable housing. Although demand is far more changeable than supply, more market research has been carried out on existing housing stock than on behavioral/cultural models. Furthermore, there is a lack of design research capable of generating innovative design inputs. The significance of this article lies in proposing a systematization of the detection of user requirements. In the field of affordable housing, there is still a widespread traditional top-down approach which assigns designers with an external intuitive analysis of user requirements. This paper suggests that the European local systems should equip themselves firstly with housing market research concentrated on behavioral/cultural models and secondly with design research conducted by research-oriented professionals. The paper focuses on some research methods which could be used by design researchers during their inquiry into user requirements. The results of such research would be the starting points for individual design practices which would be based upon solider and more detailed research foundations

TEACHER PERFORMANCE OF WOOD CONSTRUCTION DEPARTMENTIN STUDY PROCESS IN THE IMPLEMENTATION OF PIONEERING OF SCHOOL WITH INTERNATIONAL STANDARD (RSBI) AT SMK N 2 PENGASIH

Today, pioneering of school with international standard (RSBI) becomes a program considered by the government. Based on SK DPSMK 4294/C5.3/Kep/KU/2009, SMKN 2 Pengasih has been trusted by the government to implement this program. This study was aimed to understand how far the performance of teacher of wood construction in study process in the implementation of RSBI program at SMK N 2 Pengasih. This study was conducted at Department of Wood Construction of SMK Negeri 2 Pengasih Kulon Progo and classified as Survey Research, which is naturally attributed (not pretense) that the researcher distributed inquiries to subjects. The data collecting was conducted by distributing 3 types of inquiry or questionnaire to 83 students, 10 productive teachers, and the department principal. The analysis used in this study is descriptive statistic. The result of this study showed that generally based on the research conducted to students, teacher and the department principal, the performance of teacher of wood construction technical competence program at SMK N 2 Pengasih Kulon Progo in the study process and the achievement of Augmentation Key Performance Indicator (Indikator Kinerja Kunci Tambahan) in the implementation of RSBI is good. However from the research data was found that the requirements in completing the conditionals of SBI to enhance the quality of English and to improve the education up to master degree (S2) or doctoral degree (S3) is have not completed. Meanwhile the achievement of certification for teaching profession of teacher of wood construction is 70%. Keyword : performance of teacher, study process, RSB