Inquiry-based Methods Research Articles

PRE-SERVICE TEACHERS' PRACTICUM IN GRADE R: INSIGHTS FROM SOUTH AFRICA

Since 1994, South Africa has prioritized quality education by ensuring that young learners are taught by qualified teachers. A notable shift has been the inclusion of qualified teachers in Reception year classes. This study investigates the experiences of Level 3 and 4 Bachelor of Education in Foundation Phase student teachers during their practicum in Reception year classrooms and the perspectives of university lecturers who assessed them. Using an experiential learning theoretical framework and a qualitative interpretive research design, data were collected through open-ended questions posed to student teachers. Findings indicate that student teachers had positive experiences, but university lecturers noted that lessons were often teacher-centred, lacking play or inquiry-based methods. Lecturers also highlighted that the Foundation Phase teacher education programme did not adequately support Reception Year teacher development, citing time constraints and insufficient physical space for practical activities. The study recommends re-evaluating the inclusion of Reception year training in the B. Ed Foundation Phase programme and developing an assessment tool to evaluate Grade R student teachers' planning and presentation skills.

Empowering Young Learners: Insights into EFL Teachers’ Perceptions and Practices within the IB Framework in Elementary School

Drawing from the theoretical perspective that effective English as a Foreign Language (EFL) instruction requires integration with contemporary educational frameworks, this study explores how the International Baccalaureate (IB) framework shapes EFL teachers' perceptions and practices in an elementary school in Tangerang, Indonesia. The research aims to examine the impact of IB principles on teaching methodologies and the resultant educational outcomes for young learners. Utilizing a qualitative narrative inquiry approach, six EFL teachers were interviewed and observed, and their teaching materials were analyzed to provide a comprehensive understanding of their experiences and instructional strategies. The findings reveal that teachers adopt student-centered, inquiry-based methods that foster critical thinking, global awareness, and practical language skills. This integration enhances student engagement and learning outcomes, highlighting the effectiveness of the IB framework in promoting holistic education. The implications of this research suggest that the IB framework can significantly contribute to improving EFL education by aligning teaching practices with global educational standards, thus preparing students for the complexities of an interconnected world. These insights are pivotal for educational policymakers and practitioners aiming to implement innovative and effective EFL teaching strategies.

Primates in the Hood (Primates en el Barrio): Improving knowledge of threatened primates through schools science projects in rural settings in San Martin, Peru.

We aimed to improve knowledge among high school students on local environmental issues, with emphasis on the ecology and threats to primates in the Alto Mayo Valley of San Martin Region, Peru. The Alto Mayo Valley is home to at least 8 species of primate, including the endemic and Critically Endangered San Martín titi monkey (Plecturocebus oenanthe). San Martin is also the most deforested region of Peru. We used two participatory teaching methods: Experiential learning and inquiry-based education. The learning experiences were activities that guided students to look for solutions to real-life situations. The project consisted of 8 lessons co-designed by us and the participating school teachers, and implemented by the same teachers with our guidance. Lesson 5 was a field trip to a local community conservation area to apply primatological field techniques and gather scientific data. The students' final product was a video presentation and a poster of their results. One hundred percent of students acknowledged they learned something new about their local environment, primates, conservation, and research. Experiential learning techniques are effective in developing awareness, knowledge and self-advocacy amongst school students. Our inquiry-based method placed students and teachers closer to scientists, helping them to see the role of science in their neighbourhood. This method can be easily adapted to other regions in Peru and globally.

The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction

This study explored Namibian science teachers’ perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers’ prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers’ ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country.

Unlocking Critical Thinking: The LCI Learning Model for Pre-Service Elementary School Teacher

This study explores the effectiveness of the Learning Cycle-Inquiry (LCI) model in enhancing critical thinking skills among pre-service elementary school teachers in remote areas of Malang, Indonesia. The development of critical thinking skills is fundamental for educational success and effective problem-solving in real-world scenarios. Despite its recognized importance, the cultivation of these skills remains insufficiently addressed in Indonesia's educational practices, especially among pre-service teachers destined for elementary education in remote locales. To address this deficiency, a quasi-experimental research design was implemented, involving 82 pre-service teacher students distributed across four classes. These classes were systematically assigned to either the LCI model, the learning cycle, inquiry-based methods, or conventional teaching strategies. The effectiveness of these methods was measured using ANCOVA and LSD statistical analyses. The findings revealed that the LCI model significantly improved critical thinking skills (p 0.001), outperforming other educational approaches, with a corrected mean value of 84.39. These results underscore the potential of the LCI model to substantially boost critical thinking capabilities and suggest its wider adoption could enhance educational outcomes in similar settings.

Secondary School Teachers’ Conceptions of Teaching Science Practical Work through Inquiry-Based Instruction

Contemporary science teaching pedagogy in Namibia places a strong emphasis on fostering inquiry-based instruction and practical work in secondary school science education. In recent years, there has been a growing recognition of the need to move beyond traditional, rote-based methods towards more learner-centred approaches that encourage active inquiry and critical thinking. Teachers are encouraged to design lessons that promote inquiry, where learners actively investigate scientific phenomena, ask questions, and develop solutions through hands-on experimentation. Science practical work, which involves conducting experiments and investigations, is considered a cornerstone of this approach as it provides learners with opportunities to apply theoretical knowledge, develop laboratory skills, and gain a profounder understanding of scientific concepts. This sequential explanatory mixed methods study explored Namibian secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction to provide a comprehensive understanding of teachers’ perspectives and practices. Findings from this study revealed that many teachers held traditional views of science practical work, emphasizing cookbook-style experiments and memorisation. These teachers often faced challenges in implementing inquiry-based instruction due to a lack of training and resources to facilitate science practical work. However, a subset of teachers who embraced inquiry-based methods reported increased learner engagement, critical thinking, and in-depth understanding of scientific concepts. Additionally, the findings underscored the importance of aligning teacher conceptions with contemporary pedagogical approaches for effective secondary science education in Namibia. The study thus, highlighted the need for professional development and support to help more teachers transition to inquiry-based instruction and improve science education in Namibian secondary schools.

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

Addressing the Subjugation of Knowledge in Educational Settings through Structuration of Teacher Research

Building on critical sociological models and action research traditions, our work theorizes a structurated model of action research to address the subjugation of knowledge within educational settings. We focus on the interplay between structure and agency and how these dimensions can co-evolve in teacher research. In this article, we examine how teachers and researchers engaged in collaborative inquiry communities inhabit a complicated role within educational structures. The authors outline and detail rich cases that illustrate the dense particulars of knowledge subjugation within educational structures—these range from the denigration of immigrant students’ credentials to the suppression of indigenous languages. The testimonies of practitioners and students are presented to underscore the inchoate and contradictory conditions that inform educational systems and the meaningful alternative practices that might contravene inequitable structures. The possibilities for recognizing the corrosive mechanisms of knowledge subjugation potentiate resistant parallel structures that invite meaningful inquiry-based methods.

Present Climate Change as a Threat to Geoheritage: The Wildfire in Bohemian Switzerland National Park and Its Use in Place-Based Learning

Bohemian Switzerland is a national park in Northern Czechia famous for its sandstone rocks, which were affected by a massive fire in 2022. Specific geomorphology of the region affected the spreading of the fire and complicated its extinguishing. The fire directly or indirectly damaged several geosites in Bohemian Switzerland. The catastrophe brought a possibility of showing the unique connection between geoheritage and present climate change and increasing awareness about the problems. The text is focused on field education of geography, striving to strengthen environmental awareness among students through educating their teachers. The research is based on desk research, field observation and didactic principles application. The causes of the fire were complex, including physical geographical (drought and bark beetle calamity within climate change) and human geographical phenomena (mass tourism and tourist misbehavior, inappropriate forestry practices). The teachers we worked with reached similar conclusions at the end of our course. Our fieldwork educational concept proved viable and was appreciated by them mainly thanks to the incorporation of research-based learning and the absence of unnatural emphasis on climate change. Climate change is a politicized topic, bringing controversies to the classrooms in the peripheral region. The approach we proposed is anchored in inquiry-based methods and touches on the issue indirectly.

An Online Introductory Biology Laboratory Utilizing Inquiry-Based Methods Leads to High Student Satisfaction

An Online Introductory Biology Laboratory Utilizing Inquiry-Based Methods Leads to High Student Satisfaction

Quantitative Insights: Unveiling the Interplay Between Mathematics and Physics in College Education

This study investigates the intricate interplay between mathematics and physics in college education. Through a mixed-methods approach involving surveys, interviews, and classroom observations, the research delves into students' perceptions, instructional challenges, and effective pedagogical strategies. The findings reveal that while many students recognize the relationship between the disciplines, challenges persist in bridging mathematical concepts with physics principles. Instructors employ interactive simulations and inquiry-based methods to address these challenges. The study's insights hold implications for curriculum development and teaching practices, aiming to enhance the integration of mathematics and physics education and provide a more enriched learning experience for students

Inquiry-Based Teaching Produces Better Results Than Traditional Teaching Method, a Quasi-Experimental Design Study Using the Topic ‘‘Measurement of Heat and Temperature’’ in Basic 8

The purpose of this study was to help determine the effectiveness of inquiry-based learning (IBL) over the traditional method. It was also to identify difficulties associated with the use of the inquiry-based learning method This was investigated using the two methods of teaching to teach the concept of measurement of temperature to Basic 8 students of K.O Methodist Junior High School ‘B’ in Kumasi, Ghana. The research design was quasi-experimental. Tests on the concept of heat and temperature (TCHT) were used to obtain responses from Sixty students who were sampled purposively from all students in Basic 8 and were divided into control and experimental groups. Five teachers were interviewed on the challenges of teaching science through the IBL approach. Data was collected under two stages: the pre-experimental, experimental, and post-experimental stages. It was recorded from the independent sample T test that, there was significant difference between the use of the inquiry-based method of teaching and learning and the traditional method of teaching in favour of the inquiry-based method at a confidence interval of 95%. Students who were taught using the inquiry-based method of teaching and learning performed better than those who were taught with the traditional approach. The research, however, concluded that due to factors such as lack of technical know-how, space on timetable etc. among others, teachers are unwilling to use the inquiry method. The study recommended among other things that teachers should adopt the improvisation technique if they want to use the IBL.

Penggunaan Metode Inkuiri Terbimbing Dalam Pengembangan LKS Fisika SMP Kelas VIII Pada Materi Getaran Dan Gelombang

The research aimed to produce a physics student worksheet (LKS) on vibrations and waves using guided inquiry-based methods. The research conducted refers to the modification of the LKS development model using the 4-D model. Respondents as test subjects in this study consisted of 9 students in class VIII1 on a small scale and 22 students in class VIII3 on a large scale. Based on the results of the research conducted, the eligibility validation results for the LKS were classified as very feasible with an average score of 3.7%, and could be used as a study guide. Meanwhile, the results of the analysis of the legibility of worksheets, both on small-scale and large-scale trials, were classified as high criteria or easily understood by students with an average percentage of acquisition scores on a small scale of 63% and a large scale of 67%. Furthermore, the results of the analysis of student responses to the development of LKS used during the learning process both on a small scale and on a large scale are in very good qualifications with an average acquisition score on a small scale of 92.45% and a large scale of 94.61%. The results of this study indicate that the development of worksheets based on the guided inquiry learning model can make students more active in obtaining information to solve problems given by the teacher so that vibration and wave material can be understood properly.

OPEN EDUCATION IN STUDYING SCIENCES – DEVELOPING OF A EUROPEAN FRAMEWORK

The article presents in detail the main outcomes of a recent action – research project PULCHRA – Science in the city (https://pulchra-schools.eu/), funded by Horizon 2020 EU program, promoted by the University of Athens and a consortium of ten academic and research European institutions, including the Education Research Unit from Romania. The project was inspired by the open education principles (Abrioux, 2009) and creates a complex learning by doing framework for secondary students of 14 to 17 years old. The perspective of City as ecosystem creates for the involved partner schools various opportunities for exploiting inquiry-based methods and addresses real life problems (Pedaste, et al., 2015). After three years of implementation, PULCHRA developed a specific methodology, by promoting real life experiments during science classes, in collaboration with community representatives and the support from partners, experts, and other stakeholders. By using a variety of resources, materials, and teaching approaches, specific science teams managed to research,develop, produce and promote solutions to several common issues/opportunities that European cities face due to increased urbanization. Out of the six environmental, social and economic thematic areas of the project, Romanian schools focused on regenerating urban space to connect people in a healthyenvironment. The article explores the outcomes at grass-root level, as documented by monitoring and evaluation activities conducted in six upper secondary schools from Romania. In particular, we highlight the contribution of the project in building students’ good scientific knowledge, in promoting expert and community participation and encouraging active engagement in shared living environments and futures. The contribution of the project on development of STEM competences, in relation with the national curriculum, is also explored. In the context of COVID pandemics, the article will highlight the importance of the City Challenges Platform, set up to facilitate the learning and collaboration of the members of the city science teams and wider network. The contributionto sharing digital educational material, design relevant experiments and develop distance-learning courses on cities as urban eco-systems will also be documented.

Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education

ABSTRACT Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1–10) to prepare PSTs for their professional practice as science teachers. This is explored through an interview study conducted at seven teacher education institutions in Norway. The results reveal that teacher educators implement IBSE in different ways and to different extents. In the interviews, they discuss the use of various scaffolding models and describe specific examples of teaching activities and how they included literature and mandatory work in addition to reflections on the opportunities and challenges related to IBSE in teacher education. Based on these results, we examine three issues related to the implementation of IBSE: 1) how IBSE is implemented (whether science teacher educators prioritize giving PSTs experience in inquiry-based methods in the learner role or the teacher role), 2) how often IBSE is implemented (whether educators focus on single examples or have a plan for progression), and 3) the intention of IBSE implementation (whether IBSE is taught as a product or a process). Based on these issues, we provide recommendations for how IBSE can be implemented in science teacher education.

A Case Study on the Use of Inquiry-Based Instruction to Improve Science Learning in Junior High Schools in Ghana

The study examined how Inquiry-Based Learning affects students' academic progress in science lessons and whether this approach can help low-proficiency users of English to comprehend scientific concepts. The study used a Quasi-Experimental design and looked at it through the lens of Self-Determination theory. The study included a total of 40 second-year Junior High School students from two distinct classes. The research was aimed at students aged between 13 and 15 years, and therefore, only students within that age range were selected to participate. Students in the experimental group received Inquiry-Based instruction, while the control group used traditional instruction. The study lasted for four weeks and was an experimental one. To see if Inquiry-Based learning is more effective than traditional teaching, a test with 20 questions was used as a pre-test and a post-test for both the experimental group and the control group. The results of the study showed that students who were taught using an inquiry-based method scored higher than those who were taught through a traditional technique. The main finding of this study is that students in the experimental group, who had a low level of English proficiency, were able to understand the lesson without switching to their native language to explain concepts.

REDESIGNING LEARNING EXPERIENCES FOR ADVANCING THE LIFE SKILLS DEVELOPMENT AND SUBJECT-SPECIFIC LEARNING AT THE SCHOOL STAGE: PREPARING LEARNERS FOR THE 21ST CENTURY

Learners’ active involvement in the learning process led to learning experiences. Meaningful learning experiences contribute to the learners’ holistic development, i.e., improvement in skills, experiences, knowledge, etc. In recent years, there has been a growing emphasis placed on the need of equipping learners with essential life skills because life skills prepare learners for their daily life. Life skills are introduced as a separate subject at CBSE schools, but integrating life skills with other school subjects is essential to prepare students for the 21st century. Conventional learning methods are widely used for the development of life skills among learners and advancement of subject-specific learning, but these methods are less potential and practical. Thus, there is a need for innovative, realistic, experiential and learner-oriented learning methods like situation-based method, activity-based method, children-led learning method, problem-based method, projects-based method, field-based method, case-based method, inquiry-based method and locality-oriented method can be used for constructing subjects cum life skills-based learning experiences. This paper provides an exemplary classroom-based activity based on problem-based method on science for the life skills development and improvement of science learning of the sixth-class learners. Proper assessment is very much needed to trace the life skills development and learning of different subjects of the learners. This paper provides a framework of life skills-guided holistic assessment. Besides these, the present paper gives prominence to learning experience, life skills development and subject-specific learning: an overview of key elements relating to school stage; need for redesigning learning experiences for the development of life skills and enhancing learning in different subjects; innovative learning methods for constructing holistic learning experiences; life skills-guided holistic assessment; and implicative measures for consideration. This paper has wide implications for constructing life skills cum subject based rich learning experiences; and assessing student’s life skills and learning regarding different subjects.

Effectiveness of the Inquiry-Based Method in English Language Teaching of Ukrainian University Students Through Technology-Enabled Learning

The requirements of the time and significant changes in the educational system with emphasis on distant learning due to the Covid-19 pandemic force teachers to reconsider methods, approaches, techniques, and tools in foreign language teaching to ensure the effectiveness of the learning process. This study describes the implementation of the inquiry-based method in the process of English language acquisition by Ukrainian university students specializing in cybernetics and information technology. It aims to determine the effectiveness of inquiry-based learning in developing Ukrainian university students’ comprehension and communication skills in professional English through technology-enabled learning. The main research question is to investigate the benefits and challenges of inquiry-based learning for Ukrainian university students to ensure impactful results. The methodology presupposes activities that encourage the independent and collaborative acquisition of the material, increase learners’ intrinsic motivation, enhance communicative and digital skills, and provoke critical thinking and meaningful learning. The teacher becomes a facilitator and organizer directing students’ learning process, fostering their active thinking and interest. It contributes to their better comprehension and meaningful study. The research findings proved the undeniable benefit of the inquiry-based method for university students as it develops their curiosity, inspires deeper understanding and learning, and motivates them to make discoveries and achievements

MODERN AND TRADITIONAL TEACHING METHODS OF ENGLISH FROM THE PERSPECTIVE OF OWN TEACHER’S EXPERIENCE

Considering the constant changes that take place in the modern world and, consequently, the psychological characteristics of the learning generation, there is a need to analyze and improve methods of teaching English. Analysis of the theoretical basis of the traditional and modern approaches and methods at different stages of language learning and the author’s own experience allows for optimizing knowledge and teaching practice to create the most effective conditions for foreign language learning. The theoretical foundations of methodologists and scientists (S. Thornby, J. Richards and T. Rogers, M. Reno, and J. Will), who studied both “forgotten” and modern methods widely used to teach students today, are analyzed. Therefore, the main attention was paid to the latest methods of teaching a foreign language and their application in our own practice to test their effectiveness. The methodological basis and application of combined methods in classes with students (immersion, project method, task-based method, and inquiry-based method), led to the conclusion that the rational and situational use of appropriate and acceptable methods in English classes requires creative teaching approach. Whereas pedagogy and methodology are sciences and arts simultaneously, the flexibility in choosing the proper methods for specific situations gives the highest efficiency and effectiveness in teaching and learning English and motivates students.

Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy

ABSTRACT A growing body of research has underscored the importance of inquiry-based methods in history teaching, yet the organisational and cultural contexts within which teachers work and how these impact teachers’ practices have received little attention. This article employs the job demands-resources theory to examine factors that inform the classroom methods of secondary history teachers in Ghana. A qualitative approach involving in-depth interviews and lesson observations was used to explore this issue. Results show that teachers in Ghana report high levels of workload that are disproportionate to the resources available in their schools of practice. This resulted in pressure and anxiety to achieve curriculum coverage in response to testing and accountability regimes. The article concludes that tensions between job demands and resources form a disincentive against the implementation of inquiry-based pedagogies in Ghanaian schools. The article draws implications for curriculum design and stakeholder engagement.