An examination of an inquiry-based hybrid online/in-person science methods course

Abstract

ABSTRACT This study explored elementary teacher candidates’ perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the benefits of each modality. Grounded in the foundations of Dewey’s experiential learning theory with a focus on an inclusive approach to course design, this study employed a qualitative methodology to investigate the experiences of teacher candidates. Data sources from two elementary science methods course sections included focus groups, pre-and post-surveys, and weekly reflections. Emergent themes were analysed to delve deeply into teacher candidates’ perceptions of the course. Affordances of the online and in-person modalities included flexibility (online), hands-on learning, and peer interactions (in-person). Self-discipline and pacing were key challenges of online learning, and in-person challenges were minimal. Teacher candidates shared the value of the hybrid model, highlighting the benefit of blended online and in-person modalities and the various strategies employed to support the hybrid approach for engaging in inquiry-based science. These included consistent and organised formatting, digital science notebooks, taking student and teacher perspectives, and connecting online and in-person course sessions. Recommendations are offered for an accessible hybrid science methods course through the lens of experiential instruction.