Compare Inquiry-Based Pedagogical Instruction with Direct Instruction for Pre-service Science Teacher Education

Wang, Jianlan

doi:10.1007/s10763-019-10010-7

Cited by 17 publications

(13 citation statements)

References 35 publications

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“…First, this rubric suggests a practical guideline, not checklist, for PSTs to understand and implement inquiry teaching. The 3E rubric covers critical components of inquiry teaching, such as mental engagement, purposeful exploration, and experience-oriented explanation (Crawford, 2014;Wang, 2019). It describes concrete practices or features rather than vague theories of inquiry teaching, which could serve as reminders for PSTs to plan for inquiry teaching or guidance for PSTs to reflect on their teaching.…”

Section: Discussionmentioning

confidence: 99%

“…Unlike scientific inquiry and inquiry learning, inquiry teaching has a focus on the instructional decisions or actions made by teachers (Osborne, 2014). Although there is no universal definition, inquiry teaching has two emblematic characteristics (Minner, Levy, & Century, 2010;Minstrell, 2000;Wang, 2019;Windschitl, 2003). First, science is presented as systematically inducted findings rather than fragmentally imparted facts.…”

Section: Inquiry Teachingmentioning

confidence: 99%

“…The sequence from Engage to Explore and to Explain is aligned with the constructivist epistemology that knowledge construction or development happens after students fully experience a scientific phenomenon. The two properties of the 5E model differentiates it from direct instruction which has two salient features of teacher imparting knowledge directly to students without few opportunities for knowledge construction and student-engaged activities like labs serve to verify given knowledge (Wang, 2019). The phase of Elaborate is for students to apply newly obtained knowledge in a different context.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…In addition, it is claimed that the five E phases cross multiple lesson periods to avoid rushing through each phase (Bybee et al, 2006). This condition is practically challenging in science teacher education because PSTs, as novice teachers, are normally incapable to design a series of internally-consistent lessons or endowed limited access to students in their field practicum to teach several lessons in a row (Wang, 2019). Considering this situation, we extract Engage, Explore, and Explain from the 5E model to design the rubric.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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Validating a 3E Rubric Assessing Pre-service Science Teachers’ Practical Knowledge of Inquiry Teaching

Wang

Sneed

Wang

2019

EURASIA J MATH SCI T

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Inquiry teaching in science education has been widely advocated for decades. It is a critical learning objective in many science teacher preparation programs. Despite its importance, it is not effectively implemented in science classrooms. One of the reasons is the lack of reliable and valid instruments that provide practical definition, concrete guideline, and objective assessment for the practice of inquiry teaching. To fill this gap, we designed a 3E rubric based on the 5E learning model as one specific form of inquiry teaching to measure preservice teachers' practice at different phases of a science lesson. In this study, we thoroughly introduced the 3E rubric and its use. Through drawing on 76 elementary pre-service science teachers' teaching videos, we analyzed its reliability and validity with the tools of Intraclass Correlation Coefficient, Fleiss' kappa, and Pearson correlation. According to the results, the 3E rubric is a reliable and valid tool to assess pre-service teachers' practical knowledge of inquiry teaching. The contributions of this rubric to the teaching and research in science teacher preparation are discussed and future research directions are proposed.Inquiry teaching is also being abused due to its loose definition. Crawford (2014) discusses five myths about inquiry teaching:Myth 1: All science subject matter should be taught through inquiry.Myth 2: True inquiry occurs only when students generate and pursue their own questions. Myth 3: Inquiry teaching occurs easily through use of hands-on or kit-based instructional materials.Myth 4: Student engagement in hands-on activities guarantees that inquiry teaching and learning are occurring.Myth 5: Inquiry can be taught without attention to subject matter. (p. 516)Those myths correspond to the inaccurately over-simplified definition of inquiry teaching criticized by Kirschner et al. (2006), which are also common problems PSTs experience when they first implement inquiry teaching. Those myths suggest that inquiry teaching should be framed as one candidate approach to science teaching (Myth 1) epitomized by minds-on rather than hands-on activities (Myths 2 -4) in the attempt to deepen students' conceptual understanding (Myth 5). Together, the guidelines above direct our work of designing the 3E rubric to evaluate PSTs' practical knowledge of inquiry teaching. The 3E Learning CycleIn this study, we derive a 3E rubric from the 5E model (Bybee et al., 2006). As outlined by Liu et al. (2009), this 5E model defines 5 phases of teaching:Engage: The teacher assesses students' prior knowledge and engages students in learning a new concept. The teacher also helps students make connections between prior and present knowledge and helps to organize students' thoughts about the learning outcomes of present activities.Explore: The teacher provides students with a common base of activities reflective of present concepts processes, and skills. Students complete activities by using prior knowledge to generate new ideas, to explore questions and possibilities, and ...

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Section: Discussionmentioning

confidence: 99%

Section: Inquiry Teachingmentioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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Validating a 3E Rubric Assessing Pre-service Science Teachers’ Practical Knowledge of Inquiry Teaching

Wang

Sneed

Wang

2019

EURASIA J MATH SCI T

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“…Mathematics Pedagogy: Include Real-life Applications, Teaching Creativity and Innovation, Teaching "Mathematical" Entrepreneurship, Humanising Mathematics -preventing and reducing mathematics anxiety and building positive mathematical beliefs and attitudes, Teaching and Learning Mathematics and Keeping Classroom Records using Computers, Grades 1-7 math topics, among the traditional topics. Lecturers could use inquiry-based pedagogical instruction as recommended by (Wang, 2020).…”

Section: Math Teacher Training Curriculum Proposals For Zimbabwementioning

confidence: 99%

Untitled

2020

SJSS

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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe"s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

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Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: the Context of Inquiry-Based Laboratories

Levy

Bagno

Berger

et al. 2021

Int J of Sci and Math Educ

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Compare Inquiry-Based Pedagogical Instruction with Direct Instruction for Pre-service Science Teacher Education

Cited by 17 publications

References 35 publications

Validating a 3E Rubric Assessing Pre-service Science Teachers’ Practical Knowledge of Inquiry Teaching

Validating a 3E Rubric Assessing Pre-service Science Teachers’ Practical Knowledge of Inquiry Teaching

Untitled

Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: the Context of Inquiry-Based Laboratories

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