The level of inquiry among preservice biology teachers

Abstract

Inquiry-based learning becomes a necessity to fulfill 21st-century learning. The students are expected to be able to respond toward all changes around them and are skilled at solving problems in daily life. However, what is the mastery level of each inquiry cycle by biology preservice teachers? They need to master a variety of inquiry skills. Thus, they have the readiness to present their students' meaningful learning experiences through problem-oriented learning. The purpose of the study is to find out the mastery level of sixth levels of inquiry, which adapts from Wenning. The research method used is survey techniques. The questionnaire consists of the description of five stages on the sixth-level of inquiry. Participants required to choose Yes or No option if he/she does or not the step along with inquiry-based learning. Involved participants are 65 preservice biology teachers. Further research is developing the learning strategy based on the level of inquiry. The result shows that discovery learning and interactive demonstration at a high level, inquiry lesson and inquiry laboratory at the middle level, and Real-world application and hypothetical inquiry at the low level.