THE ROLE OF SCAFFOLDING IN IMPROVING PRESERVICE ELEMENTARY SCIENCE TEACHERS’ SKILLS ON IMPLEMENTING INQUIRY-BASED LEARNING

Vitta Yaumul Hikmawati

Abstract


Inquiry-based learning is considered as an effective learning pathway for teaching science, but unfortunately, elementary preservice science teachers still have an inadequate understanding of inquiry-based learning. This study investigated the role of scaffolding as a supporting method for improving preservice elementary science teachers’ understanding of inquiry-based learning and their skills in implementing inquiry-based learning through peer teaching. Results suggested that scaffolding improves preservice elementary science teachers’ understanding of and skills in implementing inquiry-based learning because features in scaffolding facilitate understanding and teaching skills improvement.


Keywords


scaffolding; science instruction; pre-service teacher; inquiry

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References


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DOI: https://doi.org/10.18269/jpmipa.v22i2.8693

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