Inquiry Instructional Method and the School Science Currículum 1 (original) (raw)
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Zenodo (CERN European Organization for Nuclear Research), 2023
Research evidence shows that students' interest in a subject, their motivation to study, career choice, participation in extracurricular activities, teaching methods, and teachers' level of experience, are a range of variables that influence students' attitudes and performance. Use of a student-centred approach such as inquiry-based approach (IBA), will influence the development of students' interests and attitudes in the subject, thereby improving their performance. According to research evidence, students' attitudes are related to achievement. It was recommended that teachers should implement effective teaching strategies that influence development of positive attitudes towards Biology. The purpose of this study was to establish the influence of inquiry-based approach on the attitudes of students towards Biology. The target population was 37 public secondary schools, 1,194 Form 3 students and 29 Biology teachers. The study adopted simple random and purposive sampling techniques to select 11 secondary schools, 14 Biology teachers and 344 students. Questionnaires and interview schedule were used for data collection. Data was analysed using descriptive analysis with the help of Statistical Package of Social Sciences (SPSS) version 25. On the basis of the findings, it was found that implementation of IBA influenced the attitudes of Form 3 students. Students collaborated to create their own knowledge and engaged in practical activities. However, it was found that a variety of factors, including the availability of resources such as computers and internet access, are critical to assisting students in understanding challenging topics and conducting research. This will increase their interest to engage into the learning activities. It is recommended that Biology teachers implement more of IBA during teaching, since it motivates students, engages them into thinking and reasoning, and asking questions. Teachers should also engage students into more of group work, since it fosters collaboration among students and allows them to handle and manipulate apparatus during practical.
2016
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THE 'SCIENCE AS INQUIRY' APPROACH TO NATURE OF SCIENCE TEACHING
In Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University., 2017
The paper deals with two novel methods of NOS teaching in an authentic context: 1) reading Adoptive Primary Literature (APL); 2) visiting of Authentic University Laboratories (AUL). Both methods are based on Schwab's approach of 'teaching science as inquiry', yet involved different type of 'authenticity'. APL grounded in indirect contact with scientists (via texts), while AUL grounded in direct contact with scientists. The paper describes the methods, studies their effect on students' NOS understanding and compares between the two methods in terms of their effectiveness. The study uses a quasi-experimental, pre-post control design, which utilizes quantitative (Likert-type) evaluation methods. The sample comprised grade 11 biology students (n=210) from Jerusalem area (Israel). The study employed 3 research groups: 1) experimental group 1-students who learned according to APL method; 2) experimental group 2-students who learned according to AUL method; 3) control group-students who learned the standard biology program. The study indicates that teaching NOS in an authentic context by using science as inquiry methods is an effective approach for NOS learning. We believe that both APL and AUL methods have a high potential and can be successfully adapted for teaching various science subjects, in different cultural contexts.
Eurasia Journal of Mathematics, Science and Technology Education, 2020
The purpose of this study was to investigate the extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. We sampled 503 students, 18 integrated science teachers, and 23 educational administrators from rural and urban areas of four districts and municipalities in the Central Region of Ghana. We used concurrent triangulation mixed methods design to collect quantitative and qualitative data. Validities, reliabilities, credibility, and dependability of the instruments were adequate. Average item means and standard deviations, frequencies, percentages, ANOVAs, Two-way MANOVA, principal component analysis, and Cronbach alphas were calculated. Thematic analysis was also conducted. We found rare implementation of inquiry-based science teaching and learning in the selected Ghanaian junior high schools. We also found significant interaction of school location and school type on the implementation of inquiry-based science instruction. Specifically, we found that codeswitching of English and the local language significantly promoted the implementation of social aspect of inquiry in rural schools. We recommend more reforms in science teaching and learning in Ghanaian junior high schools to be aligned with the features of inquiry. We also recommend that code-switching of English and the local language be actively promoted in schools, especially in rural and public junior high schools.
How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology
This paper reports on seven case studies that were carried out in the context of the "Fibonacci" project and have to do with implementing inquiry-based didactic sequences of biology in kindergarten classes. The aim is to shed light on the teaching and learning practices that may be activated in a non-traditional educational setting such as the one of IBSE and the extent to which they actually are. The classes that took part were run by teachers who received IBSE-training as members of the local "Fibonacci" network. These classes were observed by us with the "IBSE diagnostic tool" that has been developed in the context of the project. The analysis of our data shows that the participating teachers were successful in activating most of the teaching practices that are required for building on children's ideas, some of those required for supporting children's investigations and all of those required for prompting children to communicate their ideas. On the contrary, teachers appeared to have significant difficulties in activating the teaching practices that have to do with the crucial phase of conclusions. Finally, children showed difficulties in the phases of investigation and conclusions -particularly in learning practices such as making/testing predictions or interpreting results -that haven't been adequately prompted by the teachers.
KIBOGORA POLYTECHNIC, 2023
This action research entitled “Relevance of practical works on teaching and learning biology in ordinary level, secondary education, was carried out at G.S NYAKINAMA I” with the purpose of exploring the relevance of practical work on teaching and learning biology. The total population of this study was 328 persons which make a sample of 81 participants using Yamane formula. The latter wase composed by 76 students, 3 staff members and 2 biology teachers. The sample was selected using purposive sampling, probability and non-probability sampling methods based on the information for the study. The primary data for this research was collected using structured interviews and questionnaires. Class tests were also used to evaluate student’s performance. The data was collected by using Microsoft excel and presented in tables. In our study, we found that teachers do not use practical work as it should. All respondents agreed that they gain many skills from practical works at 100%. Teachers’ views indicated that 38.75% of the respondent confirm that insufficient time for practical works in biology is a barrier while 61.25% disagree. However, 48.75% agree that class size is not a challenge while 51.25% disagree. This study indicates that too long syllabus is a challenge agreed 27.5% and disagreed at 72.5%. For implementation of laboratories, results show that 75% agree that it is a challenge while 25% disagree. Therefore, practical works influenced learner’s understanding ability of lesson and retention of factual knowledge. Learning through theory good performance for 13 students (17.105%) and 63 students (82.8947%) failed while learners’ performance in biology through. Practically, the learner’s performance was increased where 62 students (81.579%) from ordinary level succeed and 14 students (18.4211%). Finally, the recommendations were given. The science teachers have to look at specific experiments and give them to students and let them be responsible for themselves in order to know that they should do even in the absence of a teachers. School administration should advice all teachers to use surrounding environment to create teaching aids to use in teaching and learning process. MINEDUC should provide materials to schools and advise teachers to adapt themselves on the use of improvisations.