Abstract
This study examines the awareness of inquiry based teaching amongst elementary science teachers through a workshop intervention, conducted in a private school in Karachi, Pakistan. The case study design deployed, highlighted the learning experiences of 24 participants that took part in the professional development workshop. A qualitative survey was carried before the intervention followed by focus group discussion, document analysis and participant observations during and after the intervention. These methodologies were used to record participants learning experiences and awareness of essential features of inquiry based pedagogy. In addition to this, four primary science teachers were interviewed to examine the adoption of essential features of inquiry in their revised lesson plans. The findings of this study were that before the science training the participants were superficially aware of the fundamentals of inquiry based methods and techniques and knew its importance. However, the in-depth process knowledge and skills/strategies required for an effective inquiry was an identifiable shortcoming. The workshop provided learning opportunities to analyze phenomenon, think scientifically, engage in hands-on science activities. Because of the workshop, the participants demonstrated an improved understanding of what entails an inquiry process and features of scientific inquiry. This research should inspire and inform professional developers about gap in inquiry based science teachings. Furthermore, the study aims to motivate private schools in Pakistan to invest in inquiry based science teaching as a tangible long-term benefit which can translate into better teaching practitioner.
Highlights
Pakistan Education Statistics 2015‐16 shows that 48 % of teachers are employed in private sector education
Pakistan Education for All 2015 National Review Report states that very few teachers employed have a teaching degree from a university
Because of the acuteness of the problems discussed above, inquiry-based teaching methods have been recommended by professionals (NRC, 2000; Anderson, 2002; Khan, 2012; Erbilgin, 2017) to help teachers to improve their learning in science education as well as to widen their interest in science and develop their personal scientific literacy
Summary
Pakistan Education Statistics 2015‐16 shows that 48 % of teachers are employed in private sector education. In a research conducted by Plourde (2002) it was noted that less than one third of the teachers in elementary school felt that they were qualified to teach science. Because of the acuteness of the problems discussed above, inquiry-based teaching methods have been recommended by professionals (NRC, 2000; Anderson, 2002; Khan, 2012; Erbilgin, 2017) to help teachers to improve their learning in science education as well as to widen their interest in science and develop their personal scientific literacy. No research has been carried by private sector education either at regional and national level that objectively measure conception of inquiry-based practices of in-service teachers in science classroom. This research outlines a case study of an elite private school in Karachi, Pakistan that engages elementary science teachers to experience inquiry-based science education through series of professional development workshops. How does teacher’s awareness of inquiry-based science concepts improve after the professional development intervention?
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