INQUIRY-BASED SCIENCE TEACHING: KNOWLEDGE AND SKILLS AMONG SCIENCE TEACHERS

Abstract

Purpose of the study: The purpose of this study is to investigate the relationship between teachers' knowledge and perceived skills in implementing inquiry-based science teaching at the secondary level.
 Methodology: This quantitative research involved 63 science teachers from nine secondary schools in Putrajaya. Respondents were selected using a random sampling technique. The data were analyzed using descriptive and inferential statistics methods.
 Main Findings: The analysis showed that the level of teachers' knowledge of inquiry-based science teaching and the level of teachers' perceived skills in implementing inquiry-based science teaching which was divided into four phases (conceptualization, investigation, conclusion, and discussion) were high. The Pearson correlation test found that there was a strong and significant relationship between teachers' knowledge in inquiry-based science teaching and teachers' skills in four phases of inquiry.
 Applications of this study: This study implies that teachers' knowledge and skills are essential aspects to be emphasized in implementing inquiry-based science teaching and teachers should be trained in both of these aspects as they are interrelated to each other.
 Novelty/Originality of this study: This study explores deeper on teachers' skills in implementing inquiry approach by dividing it into four phases to determine which phases of the inquiry that educators and scholars need to emphasize and give the training to improve teachers' implementation skills and determine whether the phases are interrelated to knowledge.