Abstract
This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.
Highlights
Inquiry has been promoted as a guiding concept of science education for more than one hundred years and continues to be so (DeBoer, 1991; I.A.P., 2005; National Research Council (U.S.), 1996; Rocard, 2007)
NTA is inspired by a curricular material developed in the US called Science and Technology for Children (STC), in response to the US National Standards call for Inquiry Based Science Education (IBSE)
We have focused on the following three research questions: 1. What do secondary science teachers describe as their own examples of inquiry-oriented teaching approaches?
Summary
Inquiry has been promoted as a guiding concept of science education for more than one hundred years and continues to be so (DeBoer, 1991; I.A.P., 2005; National Research Council (U.S.), 1996; Rocard, 2007). Practical work in science education was introduced in Swedish upper secondary schools in approximately 1900 (Kaiserfeld, 1999). Löfdahl (1987) analysed physics laboratory tasks in secondary and upper secondary schools in Sweden between 1962 and 1980 and found almost no examples of inquiry, as the term is used in this paper. Högström, Ottander and Benkert (2005) interviewed eleven secondary teachers about their goals with laboratory work in science. They found that the most common goals included confirming theory and creating a need and motivation to learn theory
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