A conceptual model of inquiry laboratory-based ethnosocioecology

The article is a literature review to emerge as a conceptual model of inquiry-based instruction. It was a study of literature and an analysis of the necessary to integrate local environmental knowledge into the instructional model, also the excessiveness and weakness of the inquiry cycle and especially inquiry lab. According to the analysis, the authors consider to design inquiry laboratory cycle based on ethnosocioecology and add one stage of the previous cycle which is consist of only five steps. The content of ethnosocioecology is expected to cultivate pre-service teacher awareness toward the environment. The additional step is an investigation. In addition to bridge the differences between upper and lower intellectual skills of the pre-service teacher, the investigation facilitates pre-service teacher to enlarge their knowledge, experience, and understanding about local practices in nature conservation to be applied in solving the environmental crisis. Hence, a new model of inquiry laboratory-based ethnosocioecology consists of six phases that are observation, investigation, manipulation, generalization, verification, and application. That phase is grounded to ethnosocioecology as a guide to conduct each stage of inquiry laboratory cycle. The new instructional model is predicted as a model to empower the environmental literacy among university student, especially biology pre-service teachers.