The role of inquiry in science education: Analysis and recommendations (original) (raw)
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International Handbook of Comparative Large-Scale Studies in Education , 2021
Inquiry has played a major role in the past and present science education reforms around the world. Despite a great number of studies leveraging TIMSS and PISA data to investigate inquiry in science education, there is little effort to synthesize their findings. The present study aims to systematically review how TIMSS and PISA data were used to investigate inquiry and discuss how the findings contributed to the overall research on inquiry in science education. Patterns and findings from the TIMSS and PISA research were synthesized across the three strands of inquiry research to identify the relevant factors that explain (1) teachers’ frequent implementation of inquiry as an instructional approach, (2) students’ performance in inquiry or inquiry as an instructional outcome, and (3) the relationships between inquiry as an instructional approach and outcome. Findings indicated that the majority of the studies emphasized the third strand of inquiry research by examining the relationships between inquiry and student achievement. Although these studies used similar data, their conceptualizations and measurements of inquiry as an instructional approach varied considerably. This chapter provides an overview of the assessment of inquiry in TIMSS and PISA targeted to science education researchers who are unfamiliar with this field in the hope of encouraging them to utilize these data. It also encourages other researchers to reflect upon the knowledge gained from harnessing TIMSS and PISA data as well as the challenges and opportunities that lie ahead.
Defining Inquiry: Exploring the Many Types of Inquiry in the Science Classroom
The term inquiry has been difficult for many to understand. To sort out the ideas and terms as they are discussed in science education, Martin-Hansen conducted an extensive literature review sorting published descriptions of inquiry into categories to help researchers and science teachers to consider the different gradations of inquiry pedagogy in their work. Other scholars (before and after 2002) have independently found similar descriptions.
EDITORIAL Inquiry-Based Science Education: Theory and praxis
2013
Inquiry as a process of constructing knowledge about the physical and biological world is an integral part of science and it has also been introduced in science education a long time ago. In fact, it was thought that students’ engagement in a knowledgepursuing process similar to the scientific one, would be beneficial for their learning. In the past, prominent pedagogues, like Dewey for instance (1997), argued for instructional approaches that are based on experiences and reflective thinking and trigger students’ interest. These suggestions were linked to constructivist theories of learning (Bruner, 1961; Ausubel, Novak & Hanesian, 1978) and gave rise to a model of instruction that was called the “learning cycle” (Heiss, Obourn & Hoffman, 1950, in Bybee et al., 2006). The “learning cycle” starts with the phase of “exploration” and gradually proceeds to the phases of “getting experience”, “organizing learning” and “applying new knowledge”. This model does not seem to take into accoun...
INQUIRY-BASED TEACHING IN SECONDARY SCIENCE
International Journal of Social Sciences & Humanities, 2023
Inquiry-based science teaching shifts traditional classrooms by putting students in charge of their learning, promoting active exploration, critical thinking, and problem-solving. This approach deepens scientific understanding and cultivates a lifelong passion for science. Thus, this study aimed at establishing the status of the implementation of inquiry-based teaching in secondary science. Employing a descriptive research to 79 science teachers in the locale of this study, it is concluded that the respondents exhibit a commendable commitment to professional learning opportunities, with widespread availability and frequent utilization, underscoring a dedication to ongoing teacher development. Administrative support for inquiry-based learning is strong, characterized by a very high level of implementation, indicating active endorsement by school leadership. However, resources for inquiry instruction are moderately available, suggesting room for improvement in material accessibility and availability. Despite this supportive administrative environment and a classroom culture encouraging inquiry, teachers infrequently implement inquiry-based instruction, revealing a potential gap between administrative intent and classroom practice. In essence, while the study locale lays a robust foundation for promoting inquiry-based learning, bridging the disconnection between administrative support and teacher practice is essential for maximizing the impact of this innovative teaching approach in enhancing science education.
American Institutes for Research and the Wisconsin Department of Public Instruction , 2016
Once prominently featured as its own content area within the National Science Standards, the term scientific inquiry is rarely mentioned within the newly released A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts and Core Ideas and Next Generation Science Standards. This report explores evolving notions of scientific inquiry over time, including how scientific inquiry is currently reflected in the new NRC framework and NGSS. This report also also explores the extent to which current trends related to notions of inquiry are reflected in the state science standards adopted by Wisconsin and neighboring states.
Inquiry enable students to describe objects, make observations, ask questions, formulate predictions, collect and analyze data, develop scientific principles, synthesize laws, construct explanation against current scientific knowledge and communicate their ideas to others in learning science. Effectiveness of inquiry-based learning method and teacher perceptions of inquiry-based instruction give important messages to whoever wishes to shift their learning or teaching strategy from traditional ‘cookbook’ to inquiry-based learning or instructional.
Instructional, curricular, and technological supports for inquiry in science classrooms
1998
Inquiry is a central component of science learning (Lunetta, 1997; Roth, 1995). New approaches to science instruction feature inquiry as essential for student learning. The assumption is that students need opportunities to find solutions to real problems by asking and refining questions, designing and conducting investigations, gathering and analyzing information and data, making interpretations, drawing conclusions, and reporting findings. Congruent with recommendations by AAAS (1993), the National Research Council (1996) argues that "there needs to be a de-emphasis on didactic instruction focusing on memorizing decontextualized scientific facts, and there needs to be new emphasis placed on inquiry-based learning focusing on having students develop a deep understanding of science embedded in the everyday world." Evidence indicates that students can attain deeper understanding of science content and processes when they engage in inquiry (e.g. Brown & Campione, 1994; Cognition and