Investigation of Inquiry-Based Science Pedagogy among Middle Level Science Teachers: A Qualitative Study (original) (raw)
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This paper describes the development and validation to date of a teacher log and a questionnaire for a National Science Foundation-funded study of inquiry-based middle-school science (here called inquiry science) at the University of Hawai'i at Mânoa. The log, known as the Inquiry Science Teacher Log (ISTL), is for collecting data on the implementation of inquiry science lessons as they are taught, and the questionnaire, known as the Inquiry Science Teacher Questionnaire (ISTQ), is for collecting data annually on program implementation and on the teacher and contextual characteristics that might affect implementation and student achievement. Teacher observation and interview instruments and student instruments are described in other papers in this session. Data on school characteristics are collected from Web sites. Instruments assessing program implementation should be based on the program being studied. We begin with a description of this program. The instruments also should address programimplementation theory and the aspects of implementation that researchers and evaluators have previously studied. We describe the literature on program implementation and how our instruments address this literature; then we describe how we identified the variables that the instruments address and describe the development of the instruments, with validation results. The Program for Which the Instruments Were Developed The ISTL and the ISTQ are designed to assess the implementation of the Foundational Approaches in Science Teaching (FAST), an interdisciplinary middle-school, inquiry science program developed at Curriculum Research & Development Group (CRDG), University of Hawai'i at Mânoa. It consists of three inquiry courses entitled, "The Local Environment," "Matter and Energy in the Biosphere," and "Change Over Time." FAST is aligned with the National Science Education Standards (CRDG, 1996; Rogg & Kahle, 1997) and addresses the components and characteristics of effective PD described in the summary of the research presented in this proposal. There are a multitude of definitions of inquiry science education (Inquiry Synthesis Project, 2004). Most focus on the steps of a simplified process of scientific inquiry, as given in the National Science Education Standards (National Research Council, 2000): developing questions, developing a plan to collect evidence addressing the questions, collecting the evidence, explaining the evidence, connecting the explanations to existing scientific knowledge, and communicating and justifying the explanations. Variations in these steps reflect the degree of student independence in conducting inquiry. Teachers who lead students through the process typically provide them with materials and instruments, use various questioning strategies to elicit students' understanding, develop opportunities for students to learn in mini-scientific communities, and so forth (Harlen, 2004). The teaching approach is founded on the constructivist theory that all learners incrementally develop knowledge and understanding from their experiences and that shared knowledge is developed and
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Teaching and learning science as inquiry: an outlook of teachers in science education
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For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers' beliefs and practices and students' attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers' optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students' enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students' grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.
The study aimed to analyze the pre-service science teachers' (PSSTs) understanding about scientific inquiry and their confidence in Inquiry-Based Science Pedagogy. The study population composed of all the students of the 4th year/ 8th level enrolled with the program of pre-service teachers' preparation at the faculty of science and arts/ Najran University. Four sources of data was used: Structured focus group interviews; teaching performance observation card; Course content evaluation, In addition to a specific questionnaire developed according to the Likert-type scale (five-dimensional), which designed to support and confirm findings from the primary data sources. The data analyzed qualitatively and quantitatively then compared from all sources to generate assertions. The study appeared that most of the PSSTs have deficiency in understanding of the concept of scientific inquiry and some have misconceptions about it. And they have narrow and insufficient look about the nature of scientific inquiry nature, forms and levels, and its characteristics. Moreover, some PSSTs demonstrated fear and concern about the use of inquiry-based teaching in science teaching, while others showed their desire to use it in the future .The study indicate to failure of the teaching course to give the PSSTs adequate teaching skills and self-confidence to teach the science that is based on scientific inquiry. The study recommended to introduce inquiry processes in the university science curricula, and design a course for science teaching centered on inquiry and the strategies based on it.