Identifying and Analyzing the Relevance of Prospective Science Teachers' Inquiry Abilities and Peers' Concept Understanding in Microteaching Course

摘要

Question is one of the media that can be used by science teachers to train inquiry students' abilities. Interaction between teacher and students through inducement questions can be known how extent of science teachers' inquiry abilities in the implementation of inquiry-based teaching. The purpose of the study was to identify and analyze the relevance of prospective science teachers' inquiry abilities and peers' concept understanding in the implementation of inquiry-based teaching. This study is descriptive research design involved 10 prospective science teachers of Biology Education Department at a state university in Surakarta who joined microteaching course. The data were qualitatively and descriptively in search of ways that could describe in the observed prospective science teachers' inquiry abilities in the implementation of inquiry-based teaching. The prospective science teachers' inquiry abilities illustrated how their questions as a trigger to engage peers' questions rising when interaction with peer students. Data of peers' concept understanding illustrated how their concept understanding on cognitive assessment. Data collected by interview, observation, and documentation. The results showed in general the inquiry abilities of prospective science teachers and peers' concept understanding was low categories. Based on the results, it can be concluded that prospective science teachers' inquiry abilities relevant with peers' concept understanding.