Abstract
This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.
Highlights
Modern curricula and programmes include various lists of desired ‘21st century skills’ or ‘Key competences’ needed by future citizens such as reasoning, critical thinking, creativity and problem solving, deeper learning, collaboration and communication, and learning how to learn (Annetta, Cheng & Holmes, 2010; Business Higher Education Forum, 2005; European Commission, 2007)
Two recent definitions of inquiry that have been influential to the current understanding of the pedagogy are those outlined by the National Research Council (NRC) (1996) and Linn, Davis and Bell (2004) respectively
The most common concern was that these studentcentred activities were time-consuming and teachers could not afford to use them except on rare occasions. This is a direct result of the examination-centred environment where teachers are concerned about the voluminous syllabi that must be mastered by students in a relatively short period of time
Summary
Modern curricula and programmes include various lists of desired ‘21st century skills’ or ‘Key competences’ needed by future citizens such as reasoning, critical thinking, creativity and problem solving, deeper learning, collaboration and communication, and learning how to learn (Annetta, Cheng & Holmes, 2010; Business Higher Education Forum, 2005; European Commission, 2007). The NRC (1996) defines inquiry as a: multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyse, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. 23) Linn et al (2004) include other processes in the description of inquiry: “the intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives ...
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