Abstract
The purpose of this study was to investigate student scientific attitudes toward civic education lesson through inquiry-based learning. The samples in this study were selected using stratified random sampling technique. Interactive data analysis consists of two stages: data collection and data display. The data were gathered by observation and interviews. Statistical results indicated that the student scientific attitudes towards civic education were a positive. Inquiry-based learning enhances student scientific attitude, where the most visible indicator of scientific attitudes is students' curiosity. Building scientific attitude can provide a logical solution to the problem student faced in their daily life and has scientific thinking skills. Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities. Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process.
Highlights
Student interests and attitudes have a significant general impact on pedagogy, assessment or curriculum reform
Creating and using science concepts related to students’ lives and interests will provide opportunities for a student to build their scientific attitude through meaningful learning activities
Scientific attitudes are grown through a series of experiences that students discover on their own during the learning process
Summary
Student interests and attitudes have a significant general impact on pedagogy, assessment or curriculum reform. Students’ interest in civic education has been conceptualized as a complex and diverse construct that includes teacher motivation, perceptions of teachers, value of science as a discipline, enjoyment, and achievement [3], [4]. In order to achieve this goal, civic education should involve students in authentic experiences to develop an epistemic and conceptual understanding of the real-world phenomenon, skills for conducting scientific investigations, and abilities for problem-solving [5], [6]. Student investigation is a necessary element in civic education learning. These investigations should take place in the community, the classroom, or the field where students are given opportunities to interact directly with naturally occurring phenomena or with data originating from such phenomena[9]. Civic education teacher is advised to incorporate into their instruction contradictions that puzzle student in order to cause them to modify their understanding
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