Science teachers' practical knowledge of ınquiry-based learning

Authors

  • Fatih NGAISAH1 Ngaısah Biology Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia
  • Murni Ramlı Biology Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia
  • Nur Faradilla Nasrı Faculty of Education, National University of Malaysia, Malaysia
  • Lilia HALIM Faculty of Education, National University of Malaysia, Malaysia

DOI:

https://doi.org/10.36681/

Keywords:

Inquiry-based learning, practical knowledge, science

Abstract

Science teachers' practical knowledge of inquiry-based learning influence their beliefs about science teaching and learning. The Indonesian Curriculum released in 2013 has required teachers to teach science via inquiry-based approaches. In fact, some previous studies have found that teachers have difficulties in practically implementing the requirements suggested by the curriculum. It is believed that teachers’ practical knowledge may influence their real teaching practices. This research aimed to analyze how teachers employed their practical knowledge in teaching inquiry-based science by selecting an appropriate type of inquiry in science topics. 105 science teachers purposefully drawn from the regular meeting of Science Teachers Association of Surakarta City in February 2017voluntarily participated in the survey. A nine-item questionnaire originally developed by W.W. Cobern et al (2104) was administered to measure the most appropriate type of inquiry in various science topics. The teachers' options represent their practical knowledge of inquiry-based learning. It is expected that teachers will choose the best appropriate type of inquiry focusing on student's autonomy, i.e an open inquiry. The results showed that the teachers differently interpreted the inquiry-based learning. Teachers mostly used guided-inquiry (32.8%) and open-inquiry (32.08%) to teach the science topics in the questionnaire. It was elicited that 12.17% of them selected didactic direct inquiry, whilst 22.65% of them chose active direct one. It is recommended that future studies should handle the results of the current study to appropriately formulate in-service curriculum and education for science teachers.

Downloads

Download data is not yet available.

References

Abd-el-khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-naaman, R., Hofstein, A., … & Tuan, H. (2004).Inquiry in science education: International perspectives. Culture and Comparative Studies, 88,397–419.

Adofo, Stephen. (2017). Teachers’ Practical’s About Inquiry in Science Education. Philosophical Faculty University of Eastern Finland. Master Thesis in Science Education

Alameddine, M. M., &Ahwal, H. W. (2016). Inquiry based teaching in literature classrooms. Procedia - Social and Behavioral Sciences, 232, 332–337.

Avsec, S., & Kocijancic, S. (2014). Effectiveness of inquiry-based learning: How do middle school students learn to maximise the efficacy of a water turbine? International Journal of Engineering Education, 30, 1436–1449.

Bhengu, T. T., & Mthembu, T. T. (2014). Effective leadership, school culture and school effectiveness: A case study of two “sister” schools in Umlazi Township. Journal Social Science, 38(1), 43–52.

Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599.

Castro, J. A. F. & Morales, M. P. E. (2017). “Yin” in a guided inquiry biology classroom – Exploringstudent challenges and difficulties. Journal of Turkish Science Education, 14(4), 48-65.

Chinn, P. W. U. (2007). Decolonizing methodologies and indigenous knowledge: The role of culture, Place and personal experience in professional development. Journal of Research in Science Teaching, 44, 1247–1268.

Cobern, W. W., Schuster, D., Adams, B., Skjold, B. A., & Mugaloglu, E. Z. Bentz, A., & Sparks, K. (2014). Pedagogy of science teaching tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36, 2265-2288. DOI: 10.1080/09500693.2014.918672

Comley, M. (2009). The inquiry-based science pedagogy debate. Learning Landscapes, 2, 155–166.

Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44, 613–642.

Drago, V., & Mih, V. (2015). Scientific literacy in school. Procedia -Social and Behavioral Sciences, 209, 167–172.

Fernandez, C. (2014). Knowledge base for teaching and pedagogical content knowledge (PCK): Some useful models and implications for teachers’ training. Problems of Education in the 21st Century, 60, 79-100.

Feyzioglu, E. Y. (2015). Pre-service science teachersʹ pedagogical orientations of science inquiry continuum. Batı Anadolu Eğitim Bilimleri Dergisi (BAED), 6(11), 1–36.

Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science: Challenges in enacting complex science instruction in elementary and middle school classrooms. Journal of Science Teacher Education, 21, 227–240.

Hartings, M. R.; Fox, D. M.; Miller, A. E.; Muratore, K. E. A. (2015).Hybrid integrated laboratory and inquiry-based research experience: Replacing traditional laboratory instruction with a sustainable student-led research project. J. Chem. Educ., 92, 1016− 1023.

Hong, C. E., & Lawrence, S. A. (2011). Action Research in teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry & Action in Education, 4(2), 1–17.

King, D., & Henderson, S. (2018). Context-based learning in the middle years: achieving resonance between the real-world field and environmental science concepts. International Journal of Science Education, 40, 1221-1238. https://doi.org/10.1080/09500693.2018.1470352

Lederman, J. S. (2008). Teaching scientific inquiry: Exploration, directed, guided, and opened-ended levels. Best Practices in Science Education, 9–11.

Ratinen, I., Viiri, J., Lehesvuori, S., &Kokkonen, T. (2015). Primary student-teachers’ practical knowledge of inquiry-based science teaching and classroom communication of climate change. International Journal of Environmental & Science Education, 10, 649-670.

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning.Br. J. Educ. Psychol, 79(1), 57−68.

Silva, T., & Galembeck, E. (2017). Developing and supporting students' autonomy to plan, perform, and interpret inquiry-based Biochemistry experiments. J. Chem. Educ., 94(1), 52–60.

Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model RASCH untukPenelitianIlmu-IlmuSosial(Rasch Model Application fo Social Sciences Research). Cimahi: Trim Komunikata Publishing House.

Tafoya, E., Sunal, D., & Knecht, P. (1980). Assessing inquiry potential: A tool for curriculum decision makers. School Science and Mathematics, 80, 43–48.

Ultay, N., & Calik, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. J. Sci Educ Technol, 21, 686-701. DOI 10.1007/s10956-011-9357-5.

Wang, J., & Jou, M. (2016). Qualitative investigation on the views of inquiry teaching based upon the cloud learning environment of high school physics teachers from Beijing, Taipei, and Chicago. Computers in Human Behavior, 60, 212–222.

Zubaidah, S., Fuad, N. M., Mahanal, S., & Suarsini, E. (2017). Improving creative thinking skills of students through differentiated science inquiry integrated with mind map.Journal of Turkish Science Education, 14(4), 77-91.

Zulfiani, Z. & Herlanti, Y. (2018). Scientific inquiry perception and ability of pre-service teachers. Journal of Turkish Science Education, 15(1), 128-140

Downloads

Issue

Section

Articles

Published

15.12.2018 — Updated on 15.12.2018

Versions

How to Cite

Ngaısah, F. N., Ramlı, M. ., Nasrı, N. F. ., & Lilia HALIM. (2018). Science teachers’ practical knowledge of ınquiry-based learning. Journal of Turkish Science Education, 15(STEM Special Issue), 87-96. https://doi.org/10.36681/

Similar Articles

1-10 of 539

You may also start an advanced similarity search for this article.