The Spectrum of Dynamic Inquiry Teaching Practices

Abstract

The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process is multidimensional. Teaching practices cover a wide range of methods, from structured inquiry through guided inquiry to open inquiry. An individual teacher's profile can be elucidated on the basis of this spectrum. In addition, we realised that teachers often encounter several difficulties in implementing open dynamic inquiry: A dearth of teachers' scientific knowledge, students' lack of scientific knowledge and skills, and a restrictive time-frame. This study suggests several areas which should be considered while implementing an on going professional development support for teachers who are engaged in open inquiry teaching.