An Overview of Inquiry-Based Science Instruction Amid Challenges

Christian Bob Nicol

doi:10.29333/ejmste/11350

Abstract

Despite efforts to incorporate inquiry-based instruction into various science curricular, its adoption has been slow-paced. This has raised many concerns about challenges in the enactment of inquiry-based instruction. Therefore, this article seeks to provide an understanding of the challenges by exploring the perspectives of teachers in the research literature, as well as suggest possible ways of coping with these challenges. The review of literature has indicated that the identification of what constitutes appropriate guidance in inquiry-based instruction, the threat of time management, teachers’ deficiency in inquiry instructional techniques and strategies constitute the most challenges. Although there are strong criticisms against guided inquiry instruction, this study has found that it represents the most appropriate guidance for optimal science learning. A sustained all-year-round training program with support from teaching colleagues and from administration may certainly impact teachers’ self-efficacy in inquiry instruction. With the level of progress made in inquiry instruction research, and the pace of advancement of technology, the future of the adoption and enactment of inquiry in the classroom can only be brighter. Future research needs to focus on determining the effects of a more sustained all-year-round professional development model on the level of teachers’ achievement in inquiry-based instruction.

Highlights

The review of literature has indicated that the identification of what constitutes appropriate guidance in inquiry-based instruction, the threat of time management, teachers’ deficiency in inquiry instructional techniques and strategies constitute the most challenges
There are strong criticisms against guided inquiry instruction, this study has found that it represents the most appropriate guidance for optimal science learning
Despite the many curriculum reform programs that have highlighted inquiry-based instruction based on its numerous benefits to students’ learning (NRC, 2000), accumulated empirical evidence suggests that this method of instruction is uncommon among teachers (Capps & Crawford, 2013; Colburn, 2000; Dudu, 2015, Tang et al, 2019)

Summary

Introduction

Despite the many curriculum reform programs that have highlighted inquiry-based instruction based on its numerous benefits to students’ learning (NRC, 2000), accumulated empirical evidence suggests that this method of instruction is uncommon among teachers (Capps & Crawford, 2013; Colburn, 2000; Dudu, 2015, Tang et al, 2019). If the quality of inquiry-based instruction and the level of its adoption should improve, the author argues that the challenges that face this mode of instruction need to be addressed in the research literature with practical solutions proffered. In light of these considerations, this review aims to provide an overview of major inquiry-based instructional challenges as experienced by teachers. It takes into account the perspectives of educational researchers. The author assumes that clear insight into these elements will provide a deeper theoretical understanding of the background to the challenges, as well as provide the basis for achieving the learning goals in science inquirybased instruction

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Conclusion