Inquiry-based Science Education Research Articles

Junior High School Teachers’ Attitudes Toward Inquiry-Based Science Teaching: Enabling or Disabling Dispositions?

This study sought to examine whether junior high school teachers’ attitudes are enabling or disabling dispositions toward inquiry-based science teaching. We used concurrent triangulation mixed methods design involving surveys and multiple case studies to collect quantitative and qualitative data. We sampled 308 integrated science teachers and a subsample of 18 teachers from junior high schools in urban and rural areas. Validity and reliability of the questionnaire were satisfactory for research. Credibility and dependability of the semi-structured interview schedule were also sufficient. Findings suggest that most junior high school teachers in the study context hold weak unfavourable attitudes that are disabling dispositions toward inquiry-based science teaching. Findings also suggest that the combination of societal subjective norms, perceived context dependency, and weak unfavourable attitudes of most junior high school teachers adversely influence their intentions and behaviours toward inquiry-based science teaching. Findings further suggest that most teachers in the study context developed weak unfavourable attitudes partly because they never had inquiry-based science teaching and learning experiences when they were students. Again, the teachers developed weak general attitudes toward science teaching partly because most science teaching and learning experiences they had were in specific subjects such as biology, chemistry, and physics instead of general (integrated) science. We recommend frequent attitude-focused inquiry-based science in-service trainings for junior high school teachers. We also recommend reforms in education that engages preservice teachers in attitude-focused inquiry-based science teaching and learning experiences.

A Revisited Conceptual Change in Mathematical-Physics Education from a Neurodidactic Approach: A Pendulum Inquiry

Learning physics today contains a strong algebraic component, which does not contribute to making an effective conceptual change due to several misunderstandings and misconceptions that students have. Inquiry-based science education methodology (IBSE) is a solution, as well as model-based inquiry (MBI), but no agreement exists regarding which one is the best option. The contribution of both new neuroscientific and cognitive psychology advances is necessary. All these components can be arranged within a transdisciplinary discipline called Neurodidactics. This work presents a neurodidactic proposal to achieve an effective conceptual change. The study involves 171 undergraduate university students and is based on an experimental design (control and experimental groups) with pre- and post-test questionnaires. Results will show the importance of experimentation in mathematical-physics sessions, as well as the importance of visuospatial abilities and the inquiry component offered by the different resources used (virtual simulations and multimedia) in order to obtain a model. In addition, the role of transdisciplinary orientation and the importance of conceptual modeling was tested, obtaining an essential contribution to balance the normally non-significant algebraic approach of physics science, offering altogether a possible new path for scientific learning.

Teacher Agency in Social-Justice Aspirations and Inquiry-Based Science Instruction

Teacher Agency in Social-Justice Aspirations and Inquiry-Based Science Instruction

The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment

This paper reports about the effect of an innovative, context-based science teaching and learning program on student intrinsic motivation. The intervention aimed at promoting Inquiry-Based Science Education (IBSE) in close collaboration with teachers throughout the academic year by developing and implementing socio-scientific, context-based, innovative, three-stage modules. The Motivational Learning Environment (MoLE) model and questionnaire was used to measure the impact of context-based science modules on the motivation of sixth to eleventh graders at secondary schools in Georgia. Students’ wish- to reality-differences data were analyzed concerning the seven dimensions of the Motivational Learning Environment model. As a result of a one-year training program we observed statistically significant differences in two dimensions for the treatment classes (compared to the control classes) in pre- and post-test results. The study suggests more education systems should consider context-based, socio-scientific science teaching as a leading approach to enhance students’ motivation and interest in science education.

Instructional improv to analyze inquiry-based science teaching: Zed\u2019s dead and the missing flower

In inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

Explaining Waldorf students\u2019 high motivation but moderate achievement in science: is inquiry-based science education the key?

BackgroundEvidence so far shows that Waldorf students are characterized by average science achievement but at the same time high socioeconomic status and high science motivation. Moreover, Waldorf education is characterized by high emphasis on inquiry-based science education (IBSE). The present study investigates if the specific attitude-achievement constellation of Waldorf students in science may be explained by the high level of IBSE.MethodsPropensity score matching was applied to control for Waldorf students’ more advantageous social background using the Austrian PISA 2015 sample (N = 7007 15-year old students). After propensity score matching, 1107 matched controls were included alongside all 149 Waldorf students.ResultsThe results show that Waldorf students report higher enjoyment in learning science and more interest in broad science topics than matched controls. On the other hand, they demonstrate lower science achievement. Mediation analyses show that, although Waldorf students’ more positive attitudes towards science can be almost entirely attributed to their higher exposure to IBSE, their underperformance in science cannot.ConclusionsThese results indicate that attending a school type with a high level of IBSE (Waldorf) may have positive effects on attitudinal outcomes (enjoyment and interest in science) whereas it does not seem to have notable effects on science achievement. This indicates that IBSE could be applied in educational contexts aiming to increase students’ scientific attitudes.

THE AUGMENTED REALITY FUNCTIONS TO SUPPORT THE STEAM EDUCATION AT GENERAL EDUCATION INSTITUTIONS

The paper considers immersive technologies in education. Augmented reality classifications are provided depending on the data presentation methods, the type of AR devices, according to the type of information provided by the augmented reality, and the areas of use. The importance of augmented reality in education, in particular for the support and development of STEAM education in school, is determined. An example of a STEAM project for a secondary school using augmented reality is given. Formulation of the problem. The need for research due to various factors impact on education, namely increased requirements for competitive youth, pandemic caused COVID-19, increasing the role of distance and online learning, digitalization of various human activities, giving special importance to digital literacy, inquiry-based science education, project-based learning, challenge-based learning, etc. A significant problem arises in the process of organizing practical and laboratory classes in non-humanities, where the formation of competencies takes place in the process of using laboratory equipment and inter-action with technical facilities. Therefore, the main task of our study is to replace real laboratory equipment with virtual, which is implemented by virtual (VR) and augmented reality (AR) and is one of the possible approaches in terms of distance learning, STEAM education approach and quarantine. Materials and methods. To achieve the purpose of our study we used the following methods: a systematic and comparative analysis of pedagogical, psychological, philosophical, sociological findings, methodological and specialized literature; analysis of the pedagogical experience of using the AR for STEAM approach in school; synthesis and generalization to formulate the main points of the study; interviews and questionnaires of teachers about their understanding and attitude to augmented reality as a means of supporting STEAM education in school; interpretation of the research results. Results. Teachers were interviewed about their attitudes and understanding of AR to support STEAM education and to identify the main augmented reality functions in conducting STEAM projects in schools. Conclusions are made on the attitude of teachers to the use of augmented reality to support and develop STEAM education and the main augmented reality functions, which teachers consider the most important for students to implement STEAM projects. Conclusions. AR applications can enhance the learning process, learning motivation and effectiveness; help teachers to overlay information, visuals, and different forms of content on an ordinary chalkboard, providing contextual and relevant results, to enhance learning; improve student performance, help focus the user's attention on specific tasks. AR bring significant specifics to the teachers' professional activities and student learning, to the transformation of the content of education. AR provide the formation and development of a new information method of presentation and assimilation of material, are high-tech didactic tools. Our further research is the creation of algorithms for the use of AR for lessons and projects using the STEAM approach, which will improve the quality of education at general education institutions.

Development of inquiry skills at upper secondary level

Development of inquiry skills is still in the main focus of science educators in Slovakia. Large effort has been recently put into the implementation of inquiry-based science education. In this research, the current level of development of selected inquiry skills has been monitored and analysed. For this purpose, a multiple-choice test of selected inquiry skills was designed. The tested skills involve formulating hypothesis, designing experiment, transforming results into tables and graphs, determining relationships between variables based on tables and graphs and identifying possible sources of errors. The test was implemented across several thousands of upper secondary school students. The inquiry skills´ test results revealed significant lack of their development. The paper describes the test design as well as it analyses and interpret the test results.

The Effect of Inquiry-Based Science Teaching Approach on Self- Concept of Secondary School Physics Students in Kitui County, Kenya

Purpose: The study sought to investigate the effect of Inquiry-Based Science Teaching Approach on learners’ self-concept of secondary school physics students in Kitui County, Kenya.
 Methodology: The study adapted Quasi Experimental Research Design and in particular the Solomon’s Four Non-Equivalent Control Group Research Design. The target population of the study was 1600 form four Physics students from 40 Extra-County secondary schools in Kitui County. Stratified random sampling was used to select four Extra-County schools (2 Girls and 2 Boys). Purposive sampling was used to select 40 students from each of the four schools and a Physics teacher from each of the two sampled schools; giving a sample size of 160. A students’ questionnaire on self- concept was the research instrument. A reliability coefficient of 0.776 was obtained. Both descriptive and inferential data were analysed. The descriptive analysis was by means of frequencies, means, standard deviation and percentages. Inferential analysis was through Analysis of Variance, Chi-square and the Least Significant Difference (LSD) technique at a significance level of coefficient alpha α=0.05.
 Findings: The results showed a statistically significant difference in self-concept between students taught using IBSTA and those taught by the conventional methods. The study established that out of the four indicators of self-concept, only role performance was not statistically significant. Consequently, the study concludes that IBSTA is effective in improving students’ self-concept.
 Unique contribution to theory, practice and policy: The theories were validated in that there was knowledge was actively constructed and need to prepare a learner to have a self -concept after learning. The researcher recommended that creation of an enabling environment for IBSTA be adopted in schools, an appropriate policy should be developed for diploma colleges and universities to train their teacher trainees with an emphasis on IBSTA as part of their Physics training curriculum and KICD should introduce and develop a programme for the Induction and Mentorship of Physics Teachers on the implementation of IBSTA so as to empower them with inquiry skills.

Mobile App for Science Education: Designing the Learning Approach

This paper reports research work related to a wider study, aimed at developing a mobile app for Science Education in primary-school. Several studies reveal that Science Education can be improved by using technology, namely educational software. However, to promote a structured use of technology, innovative learning approaches must be designed for educational software. This paper aims to answer how the interaction between students and a mobile app for Science Education can promote students’ scientific competences development and self-regulated learning. To achieve this, a learning approach was designed, combining the Universal Design for Learning principles, Inquiry-Based Science Education and the BSCS 5E – teaching model for Science Education designed by the Biological Sciences Curriculum Study, which results in the acronym of the model. The 5E is related to each phase of the model: Engagement; Exploration; Explanation; Elaboration; Evaluation. The proposed was based on a grounded, participatory, and user-centred approach, crossing literature contributions with data collected among primary-school teachers through the application of a questionnaire (n = 118). Data collected allowed deductions about the expected adequacy of the learning approach, according to Nieveen’s criteria for high quality educational interventions. This adequacy was revealed through the teachers’ conceptions about the potential impact of the conceptualized mobile app (i) to provide a comprehensive and practical Science Education learning; and (ii) to enhance students’ scientific competences development and self-regulated learning. The paper aims to contribute to the design of an innovative learning approach in Science Education and to share it with other researchers since it can be expanded to other educational software.

Effects of Teacher Professional Development and Science Classroom Learning Environment on Students’ Science Achievement

Science classroom learning environment (CLE) and science teacher professional development (PD) are two important factors in students’ science learning. However, the nature of the science CLE and school-level PD that promotes students’ science achievement remains unclear. Using the Program for International Student Assessment (PISA) 2015 data, this study aims to explore the multi-level relationships between student-reported CLE, school-level teacher PD, and the possible interaction effects between the two on students’ science achievement. Since sample students were nested within schools, two-level hierarchical linear models (HLM) were used to analyze the data. Results indicated that science CLE factors, including direct instruction, adaption of instruction, and disciplinary climate, had significantly positive relationships with students’ science achievement, while inquiry-based science teaching and learning practices and perceived feedback had significantly negative relationships with students’ science achievement. Moreover, these relationships varied significantly between schools. For school-level PD factors, the proportion of PD in school science and proportion of teachers attending PD within 12 months had significantly positive relationships with students’ average science achievement between schools. More importantly, a significant cross-level interaction effect was found between PD requirements and disciplinary climate. Implications for creating science CLEs to promote students’ science learning, including implementing science teacher PD through a school-level approach and modifying PD based on CLE contextual factors, are also provided.

Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers’ PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers’ PCK for inquiry-based science teaching.

Inquiry-based Science Education and e-Learning

Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.

How to Enhance Creativity and Inquiry-Based Science Education in Early Childhood-Robotic Moon Settlement Project

In this novel empirical study, the authors investigate how creative are our children and how robotics education final projects can promote creative thinking and engage children in science, engineering, and technology topics. This study is based on a unique Early Age Robotics (EAR) program running since 2016 for over 2000 children. A final project, related to use of robots in Moon settlements, is used to motivate children to be creative and to promote inquiry-based science education. Using a mixed-method study, we analyzed interviews and projects of 46 children (aged 5 - 7) who studied technology and robotics as a compulsory component of their curriculum. In addition, posters created by first graders were analyses by judges to establish diversity and originality of the solutions. Children’s explanations of the need, the technological challenge and the solution are analyzed. Child’s feelings about himself, his team and others’ creativity are investigated. The results show that most of the children are very creative, value their teams and their creativity. Also encouraging is the gender equality found in this technological area. The findings show that after careful decision process, when given the same problem, children successfully identified different needs and challenges and created numerous solutions. Interviews show that most of the children understood what the need of the project was, what the challenge was and what they created. These significant results should be considered by EAR stakeholders to motivate children to be original, to promote creative thinking and science education in early childhood.

Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools

The purpose of this study was to investigate the extent of implementation of inquiry-based science teaching and learning in Ghanaian junior high schools. We sampled 503 students, 18 integrated science teachers, and 23 educational administrators from rural and urban areas of four districts and municipalities in the Central Region of Ghana. We used concurrent triangulation mixed methods design to collect quantitative and qualitative data. Validities, reliabilities, credibility, and dependability of the instruments were adequate. Average item means and standard deviations, frequencies, percentages, ANOVAs, Two-way MANOVA, principal component analysis, and Cronbach alphas were calculated. Thematic analysis was also conducted. We found rare implementation of inquiry-based science teaching and learning in the selected Ghanaian junior high schools. We also found significant interaction of school location and school type on the implementation of inquiry-based science instruction. Specifically, we found that code-switching of English and the local language significantly promoted the implementation of social aspect of inquiry in rural schools. We recommend more reforms in science teaching and learning in Ghanaian junior high schools to be aligned with the features of inquiry. We also recommend that code-switching of English and the local language be actively promoted in schools, especially in rural and public junior high schools.

Situación de la enseñanza de las ciencias por indagación en los planes de estudio de Grado de Maestro de Educación Primaria en España

En el presente trabajo se analizan 84 guías docentes de asignaturas de ciencias experimentales y/o su didáctica impartidas en el Grado en Maestro en Educación Primaria de universidades españolas. El análisis de la información contenida en ellas nos permite conocer la formación que proponen las guías docentes de asignaturas científicas de dicho grado y hasta qué punto la enseñanza de la ciencia por indagación está presente en su plan de formación. Los resultados indican una escasa formación científica de los futuros maestros y con poca presencia de la indagación

ETAPAS DAS PRÁTICAS INVESTIGATIVAS: AS PROXIMIDADES E OS DISTANCIAMENTOS DE CONTEXTOS DISTINTOS

Knowing the steps of different investigative practices can be a means to disseminate and encourage the use of research in school. The objective of this article is to discuss the stages of investigative practices used in the Brazilian and international context in the decade of 2006 to 2016. For this study, two systematic reviews of the literature were carried out: one in the Brazilian context and another in the international context. The closest accents are that research is usually initiated by a problem/question/questioning. The distancing is relative to who should propose this problem/question/questioning: the teacher and/or the students. Another proximity refers to communication, dissemination and/or sharing of results on the part of students, it is essential the learning and critical positioning of these subjects. Another very evident distance is that there seem to be more stages in the Inquiry-Based Science Education (IBSE) in an international context than in the Brazilian context, since before the construction of arguments and systematization of knowledge students are involved in a stage of preparation, engagement and organization in order to think collectively " how "to respond to the initial questioning.

Primary school pre-service teachers’ enactment of inquiry-based-science teaching

ABSTRACT This research explored Eswatini final year primary pre-service teachers’ (PSTs) inquiry-based-science teaching (IBST) competencies. In the first phase of the larger study, 34 pre-service teachers’ understanding of IBST was assessed. This paper reports on the second phase of the study where six of the PST volunteered to take part in after-questionnaire interviews to obtain deeper insights into their understanding of IBST. Their lesson plans, classroom observation recordings, and semi-structured lesson interviews were used to gather evidence pertaining to how they enact IBST in schools. Data were analysed using Furtak's conceptual framework of IBST. The findings reveal that in their enactment of the cognitive dimension, the PSTs focused mainly on the conceptual domain while in the guidance dimension, most of their lessons were teacher directed. In the main, their level of comprehension of the procedural and epistemic processes of the cognitive domain of IBST and their pedagogical content knowledge (PCK) seemed to shape the way they implemented their plans in the classroom. The results give some evidence of the usefulness of the adopted conceptual framework in investigating teachers’ understanding of IBST.

Indian pre-service teachers’ conceptualisations and enactment of inquiry-based science education

ABSTRACT Situated in the context of teacher education reform which vehemently emphasises inquiry-based science education, this study examined the conceptualisations and enactment of inquiry-based science education by a group of four pre-service teachers enrolled in a teacher professional development programme in India, using mixed-method research design. This study elucidates the tapestry of PSTs growth as inquiry-oriented science teachers during the field internship period. Several factors that are teacher-related, student-related, and classroom-related were identified in influencing pre-service teachers’ conceptualisation and enactment of scientific inquiry. It is advocated that to translate teacher education reform rhetoric to classroom practices, it is essential to develop a culture of inquiry in schools. Implications for pre-service teacher education programme are drawn.

Primary teacher educators’ practices in and perspectives on inquiry-based science education: insights into the Australian landscape

ABSTRACT Initial teacher education (ITE) providers prepare graduates to be effective classroom practitioners, but there is little contemporary research capturing what this preparation actually looks like for primary (elementary) science education in Australia. Drawing on a broader study, this paper reports on teacher educators’ practices and perspectives about inquiry-based science education using questionnaire and interview data. The findings unpack five themes that make sense of how inquiry-based science education is understood and enacted in ITE. Implications are discussed in the form of ‘tensions’ for both inquiry-based science teaching and learning with recommendations for navigating these tensions suggested.