TEACHER STRATEGIES FOR CULTIVATING BASIC SCIENCE PROCESS SKILLS IN STATIC FLUID LEARNING: A NATURALISTIC QUALITATIVE INQUIRY
DOI:
https://doi.org/10.22437/jiituj.v10i3.58905Keywords:
Basic Science Process Skills, Physics Learning, Qualitative Inquiry, Teacher StrategiesAbstract
This study aimed to explore teacher strategies for cultivating students' Basic Science Process Skills during static fluid learning in a natural classroom setting. A naturalistic qualitative approach was employed at Senior High School 10 Kota Jambi, involving one physics teacher and students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña supported by NVivo 14 software. The findings revealed that the teacher systematically cultivated students' Basic Science Process Skills through demonstrations, structured observations, laboratory experiments, collaborative discussions, and laboratory worksheets. These strategies effectively developed students' abilities in observing, classifying, measuring, communicating, predicting, and drawing conclusions throughout the learning process. The originality of this study lies in providing comprehensive qualitative evidence of teacher strategies that cultivate all six Basic Science Process Skills through authentic physics classroom practices supported by NVivo-assisted analysis. The findings contribute to physics education by offering practical guidance for designing inquiry-oriented learning that systematically strengthens students’ science process skills.
References
Aguirre, E., Mahr, D., Grewal, D., de Ruyter, K., & Wetzels, M. (2015). Unraveling the personalization paradox: The effect of information collection and trust-building strategies on online advertisement effectiveness. Journal of Retailing, 91(1), 34–49. https://doi.org/10.1016/j.jretai.2014.09.005.
Ahmadi, F. Z., Mehrmohammadi, M., Montazeri, A., & Vella, J. (2020). Dialogic health literacy curriculum development for Iranian pre-service teachers: a qualitative inquiry. Curriculum Studies in Health and Physical Education, 11(3), 265-281. https://doi.org/10.1080/25742981.2020.1826332.
Al Bashir, S., Al-Azzam, N., Elsalem, L., Al Smerat, A., Haddad, H. K., Alsulaiman, J., ... & Alzoubi, K. H. (2023). Medical, dental, and nursing students’ experience with virtual practical sessions: a cross-sectional study in a developing country. Advances in Medical Education and Practice, 1045-1054. https://doi.org/10.2147/AMEP.S425144.
Areljung, S., Bäckström, L., & Grenemark, E. (2023). Young children’s learning in physics: a (dis-) trustful play with gravity, friction and counterforces?. European Early Childhood Education Research Journal, 31(4), 660-672. https://doi.org/10.1080/1350293X.2023.2177320.
Arnold, J. C., Mühling, A., & Kremer, K. (2023). Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education, 41(1), 372-392. https://doi.org/10.1080/02635143.2021.1909552.
Beggan, A. (2023). What can post qualitative inquiry offer physical activity intervention? An example of intergenerational physical activity. International Journal of Sport and Exercise Psychology, 21(3), 384-400. https://doi.org/10.1080/1612197X.2022.2057569.
Broderick, A. A., & Roscigno, R. (2025). Critical autism studies: Methodological incursions into qualitative inquiry in education. International Journal of Qualitative Studies in Education, 38(5), 627-639. https://doi.org/10.1080/09518398.2025.2470123.
Daniel, A., Gebeyhu, D., Assefa, S., & Abate, T. (2023). Modified guided-discovery methods in physics laboratories: Pre-service teachers’ conceptual and procedural knowledge, views of nature of science, and motivation. Cogent Education, 10(2), 2267937. https://doi.org/10.1080/2331186X.2023.2267937.
Drephal, M. (2024). Colonial enquiry, pathology and the making of the ‘Afghan crisis’(c. 1857–1878). Critical Military Studies, 10(3), 279-302. https://doi.org/10.1080/23337486.2024.2394742.
Durowse, M. (2024). Using Enquiry Action Learning to help students understand their decision-making. Social Work Education, 1-16. https://doi.org/10.1080/02615479.2024.2376863.
Eseonu, T., & Okoye, F. (2024). Making a case for Afrofuturism as a critical qualitative inquiry method for liberation. Public Integrity, 26(6), 674-685. https://doi.org/10.1080/10999922.2023.2251277.
Esteban, L. M., & Savirón-Cornudella, R. (2025). Re: Letter to the editor:“Diagnostic capacity and interobserver variability in FIGO, ACOG, NICE and Chandraharan cardiotocographic guidelines to predict neonatal acidemia” The authors should reconsider their conclusions. The Journal of MaTernal-feTal & neonaTal Medicine, 38(1), 2501699. https://doi.org/10.1080/14767058.2025.2501699.
Ghassan, A. (2022). Designerly ways of speaking: Unpacking the discourse of design thinking. The Design Journal, 25(4), 596-616. https://doi.org/10.1080/14606925.2022.2058450.
Gorman, R., Farsides, B., & Bonner, M. (2024). Crafting representations of rare disease: collage as qualitative inquiry. Arts & Health, 16(3), 285-302. https://doi.org/10.1080/17533015.2023.2254328.
Gyllenpalm, Jakob, Carl-johan Rundgren, and Judith Lederman. 2022. “Views about scientific inquiry: a study of students’ understanding of scientific inquiry in grade 7 and 12 in Sweden.” Scandinavian Journal of Educational Research 66(2):336–54. https://doi.org/10.1080/00313831.2020.1869080.
Halama, P., Záhorcová, L., & Škrobáková, Ž. (2021). Meaning making in retirement transition: A qualitative inquiry into Slovak retirees. International Journal of Qualitative Studies on Health and Well-being, 16(1), 1985414. https://doi.org/10.1080/17482631.2021.1985414.
Hillman, J. G., Burrows, B., & Hauser, D. J. (2025). Jumping to conclusions predicts truncated searches even in uncongenial contexts. Thinking & Reasoning, 7, 1-22.. https://doi.org/10.1080/13546783.2025.2536581.
Hillman, J. G., Burrows, B., Jessen, D., & Hauser, D. J. (2025). Jumping to fixations: jumping to conclusions is associated with less hypothesis generation and more fixation. Thinking & Reasoning, 31(3), 398-424. https://doi.org/10.1080/13546783.2024.2443149.
Hunegnaw, T., & Melesse, S. (2023). An evaluative study of the experimental tasks of the Ethiopian grade 12 chemistry textbook considering developing “science process skills”. Cogent Education, 10(1), 2208944. https://doi.org/10.1080/2331186X.2023.2208944.
Thomas Jha, R. L., Price, S., Nygren, M. O., & Glauert, E. (2021). How sensorimotor interaction shapes and supports young children’s gestural communication around science. International Journal of Science Education, 43(8), 1292-1313. https://doi.org/10.1080/09500693.2021.1909771.
Kersting, M., Karlsen, S., Ødegaard, M., Olufsen, M., Kjærnsli, M., & Suhr Lunde, M. L. (2023). Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education, 45(17), 1463-1484. https://doi.org/10.1080/09500693.2023.2213386.
Laumann, D., Fischer, J. A., Stürmer-Steinmann, T. K., Weßnigk, S., & Neumann, K. (2025). Comparing e-learning courses pre and during the COVID-19 pandemic in physics: the effect of classroom and distance learning. International Journal of Science Education, 1-20. https://doi.org/10.1080/09500693.2025.2518599.
Lavonen, J., Ávalos, B., Upadyaya, K., Araneda, S., Juuti, K., Cumsille, P., ... & Salmela-Aro, K. (2021). Upper secondary students’ situational interest in physics learning in Finland and Chile. International Journal of Science Education, 43(16), 2577-2596. https://doi.org/10.1080/09500693.2021.1978011.
Leggat, F. J., Wadey, R., Day, M. C., Winter, S., & Sanders, P. (2023). Bridging the know-do gap using integrated knowledge translation and qualitative inquiry: A narrative review. Qualitative Research in Sport, Exercise and Health, 15(2), 188-201. https://doi.org/10.1080/2159676X.2021.1954074.
Levin, L., & De Filippo, D. (2021). Evolution of the public understanding of science field based on a bibliometric analysis of two major journals. Tapuya: Latin American Science, Technology and Society, 4(1), 1954381. https://doi.org/10.1080/25729861.2021.1954381.
Lin, Q., & Huang, J. (2025). Reconceptualizing language learner agency: a qualitative inquiry in interactive online classes. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2025.2545951.
Lotriet, H. H., & Gouws, P. M. (2025). Educational robotics in physics education: a systematic review. Studies in Science Education, 62(1), 107–36. https://doi.org/10.1080/03057267.2025.2455334.
Love, R., and V. Randall. 2024. “Enabling dialogic, democratic research: using a community of philosophical enquiry as a qualitative research method.” International Journal of Qualitative Studies in Education 37(8):2186–2202. https://doi.org/10.1080/09518398.2023.2267027.
MacLure, M. (2024). Resistance, desistance: Bad girls of post-qualitative inquiry. International Journal of Qualitative Studies in Education, 37(3), 631-641. https://doi.org/10.1080/09518398.2022.2127025.
MacLure, M. (2024). “Something comes through or it doesn’t”: intensive reading in post-qualitative inquiry. International Journal of Qualitative Studies in Education, 37(6), 1647-1654.. https://doi.org/10.1080/09518398.2024.2342696.
Maratkyzy, N., Sharipkhanova, A., Salybekova, N., Burunbetova, K., Igissinova, Z., & Tursymatova, O. (2025). Formation of environmental competence of students using virtual laboratories in the training of biology teachers with the Labster. Cogent Education, 12(1), 2580155. https://doi.org/10.1080/2331186X.2025.2580155.
Marsh, B., & Deacon, M. (2025). Teacher practitioner enquiry: a process for developing teacher learning and practice?. Educational action research, 33(3), 508-527. https://doi.org/10.1080/09650792.2024.2313085.
Melesse, D., Menkir, S., Yemata, G., & Seifu, A. (2025). Effect of context-based instructional approach on students’ science process skills acquisition in environmental concepts. Education Inquiry, 1-17. https://doi.org/10.1080/20004508.2025.2453256.
Miragall, M., Herrero, R., Vara, M. D., Galiana, L., & Baños, R. M. (2021). The impact of strict and forced confinement due to the COVID-19 pandemic on positive functioning variables, emotional distress, and posttraumatic growth in a Spanish sample. European Journal of Psychotraumatology, 12(1), 1918900. https://doi.org/10.1080/20008198.2021.1918900.
Moreira, Fernando, and Fernando Moreira. 2025. “Identifying Instrumental Variables for Causal Inference.” Cogent Economics & Finance 13(1):1–24. https://doi.org/10.1080/23322039.2025.2588052.
Neill, Natalie O., and Natalie O. Neill. 2023. “From Recipe to Enquiry – a Curriculum Tool for Science Teachers to Align Policy with Practice in Practical Lessons.” Irish Educational Studies 42(4):705–32. https://doi.org/10.1080/03323315.2023.2261001.
Niebergall-roth, Elke, Kathrin Dieter, Markus H. Frank, Mark A. Kluth, Kathrin Dieter, Markus H. Frank, and Mark A. Kluth. 2024. “Systemic Treatment of Recessive Dystrophic Epidermolysis Bullosa with Mesenchymal Stromal Cells: A Scoping Review of the Literature and Conclusions for Future Clinical Research.” Journal of Dermatological Treatment 35(1):1–23. https://doi.org/10.1080/09546634.2024.2419931.
Ortega-jiménez, David, Mateo Peñaherrera-aguirre, Silvia Vaca Gallegos, Belén Paladines-costa, Francisco D. Bretones, Mateo Peñaherrera-aguirre, Silvia Vaca Gallegos, David Ortega-jiménez, and Belén Paladines-costa. 2025. “Stress and Predictive Psychosocial Variables in Teachers.” Teaching in Higher Education 30(4):1007–23. https://doi.org/10.1080/13562517.2024.2344100.
Pečiuliauskienė, Palmira. 2023. “Instructional Clarity in Physics Lessons: Students’ Motivation and Self-Confidence.” Cogent Education 10(2):1–16. https://doi.org/10.1080/2331186X.2023.2236463.
Peplow, Simon, and Simon Peplow. 2024. “‘A Deadly Weapon Aimed at Our Hearts’: The Scope and Composition of Lord Scarman’ s 1981 Public Inquiry.” Critical Military Studies 10(3):321–37. https://doi.org/10.1080/23337486.2024.2345550.
Pike, Susan, Sandra Austin, Richard Greenwood, Karin Bacon, Susan Pike, Sandra Austin, Richard Greenwood, Karin Bacon, Susan Pike, Sandra Austin, and Richard Greenwood. 2024. “Inquiry in teacher education: experiences of lecturers and student teachers student teachers.” Irish Educational Studies 43(4):1061–78. https://doi.org/10.1080/03323315.2023.2189139.
Piper, M., Frankle, J., Owens, S., Stubbins, B., Tully, L., & Ryker, K. (2025). A review of the inquiry and utility of mineral and rock labs for use in introductory geology courses. Journal of Geoscience Education, 73(2), 106-116. https://doi.org/10.1080/10899995.2024.2305981.
Sáiz-Manzanares, M. C., Marticorena-Sánchez, R., Martin Anton, L. J., González-Díez, I., & Carbonero Martín, M. Á. (2024). Using eye tracking technology to analyse cognitive load in multichannel activities in university students. International Journal of Human–Computer Interaction, 40(12), 3263-3281. https://doi.org/10.1080/10447318.2023.2188532.
Salazar, J., & Matous, P. (2025). Exploring interactions among PPP institutional variables along market maturity levels. Public Management Review, 1-32. https://doi.org/10.1080/14719037.2025.2536698.
Shambare, B., & Jita, T. (2024). TPACK: A descriptive study of science teachers’ integration of the virtual laboratory in rural school teaching. Cogent Education, 11(1), 2365110. https://doi.org/10.1080/2331186X.2024.2365110.
Shambare, B., & Jita, T. (2025). From desire to understanding: unveiling science teachers’ perspectives on virtual laboratories in rural classrooms. Cogent Education, 12(1), 2529079. https://doi.org/10.1080/2331186X.2025.2529079.
Solomon, F., Champion, D., Steele, M., & Wright, T. (2022). Embodied physics: Utilizing dance resources for learning and engagement in STEM. Journal of the Learning Sciences, 31(1), 73-106. https://doi.org/10.1080/10508406.2021.2023543.
Strong, James, and James Strong. 2024. “A radical inquiry, tamed: the sebastopol committee of 1855.” Critical Military Studies 10(3):263–78. https://doi.org/10.1080/23337486.2023.2268962.
Tan, N., Shou, Y., Chen, J., & Christensen, B. K. (2024). A Bayesian model of the jumping-to-conclusions bias and its relationship to psychopathology. Cognition and Emotion, 38(3), 315-331. https://doi.org/10.1080/02699931.2023.2287091.
Thies, S. (2025). How does the IASB rationalize IFRS standard-setting decisions and construct legitimacy? An analysis of the bases for conclusions. Accounting in Europe, 1-29. DOI https://doi.org/10.1080/17449480.2025.2504349.
Vázquez-parra, José Carlos, Rasikh Tariq, and Isolda Margarita Castillo-martínez. 2025. “Perceived competency in complex thinking skills among university community members in pakistan: insights across disciplines.” Cogent Education 12(1):1–16. https://doi.org/10.1080/2331186X.2024.2445366.
Wan, Tong. 2023. “Investigating student reasoning about measurement uncertainty and ability to draw conclusions from measurement data in inquiry- based university physics labs.” international Journal of Science Education 45(3):223–43. https://doi.org/10.1080/09500693.2022.2156824.
Zejdlik, J., & Vozenilek, V. (2025). Methods of 3D geovisualization of thematic data in the context of graphic variables. International Journal of Cartography, 12(2), 1–16. https://doi.org/10.1080/23729333.2025.2555508.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Yusnidar Yusnidar, Dwi Agus Kurniawan, Sarah Pramitha
This work is licensed under a Creative Commons Attribution 4.0 International License.
