A stepwise inquiry approach to improving communication skills and scientific attitudes on a biochemistry course

Abstract

The present study aims to examine the implementation of a stepwise inquiry approach to improving communication skills and scientific attitudes. Stepwise inquiry comprises structured inquiry, guided inquiry, and open inquiry. The variables measured were communication skills and scientific attitudes. The construct used to measure communication skills involved written, verbal, and social communication skills, along with scientific attitude indicators including curiosity, openness of mind, objectivity, honesty in reporting results, responsibility, and mutual respect. The design of the study employed a posttest-only control group design with an experimental class of 20 students and a control class of 21 students. The effect of stepwise inquiry implementation was analyzed using MANOVA. The results reveal that the classes implementing stepwise inquiry had higher scores for communication skills and scientific attitudes than those undertaking expository approaches. The implementation of stepwise inquiry significantly affects the scores of scientific communication and attitude skills based on MANOVA analysis. The involvement of students independently in the investigation process increases their ability to construct knowledge and build arguments, in addition to increasing their motivation for learning. This established motivation enables the formation of positive attitudes, such as scientific attitudes, in the students.