Helping teachers to design and conduct classroom enquiries

Abstract

Throughout our enquiry-based teaching course, we realized that, while our trainees performed well during the course, they could not actually meet the objective of the course, ‘being able to design and conduct classroom enquiry’. In this article, using a case study, it is intended to illustrate how some crucial factors of a course could help trainees to be successful in introducing classroom enquiries. Furthermore, by organizing these factors, we tried to suggest a structure or simple model for an enquiry-based teaching course. The proposed structure could be suitable for trainers and teachers who are interested in enquiry-oriented teaching. Also, the theme of the case study shows an interesting enquiry which has the capacity to be used by teachers.

A suggestion for improving students’ abilities to deal with daily real-life problems

“…In this way we might have found a better level of student satisfaction and less variability in their opinions. This experience of teachers' preparation was a trigger for our next attempt at a better preparation programme for teachers who want to conduct an inquiry-based programme [5].…”