High school laboratory work in Western Australia: Openness to inquiry

Abstract

Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers reveal low levels of inquiry and interesting insights into teachers' perceptions about the benefits of open inquiry for students and the difficulties for teachers. The difficulties identified by teachers represent barriers to change that must be addressed if more open inquiry laboratory work is to be implemented in schools.

Analysis of New Zambian High School Physics Syllabus and Practical Examinations for Levels of Inquiry and Inquiry Skills

“…The inquiry levels in the physics practical examinations were restricted to structured and confirmation inquiry levels, with the former dominating. To a large extent the findings in this study are similar to those reported in previous studies that examined science textbooks and laboratory manuals (Tamir & Luneta, 1981;Staver & Bay, 1987;Pizzin, Shepardson, & Abell, 1991) and laboratory manuals (Friedler & Tamir, 1986;Germann, Haskins & Auls, 1996;Staer, Goodrum & Hackling, 1998). However, there is some consistency in the coverage of inquiry skills in the syllabus and practical examinations.…”

Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students

“…As Welch et al (1981) suggested, inquiry teaching should take contextual reality of the school setting into consideration. We think applying 2b guided inquiry teaching (Staer et al, 1998) can fit with Taiwanese science teachers' concerns: meeting with the curriculum standard, filling the content information, helping students promote to better performance and dealing with large class sizes of around 35 students per class.…”

“…Finally for level 3, the teacher provides only learning environment for students to generate inquiry question, procedures and solutions for themselves. Staer, Goodrum and Hacking (1998) modified Hegarty-Hazel's (1986) above levels and added lab equipments into the category. They further classified level 2 into 2a and 2b.…”

“…Three topics (light, heat and temperature, force and buoyancy, mixture and compound) in physical science textbook have been re-designed by seven science teachers and four researchers based on Staer et al (1998) 2b inquiry-based teaching. That is, before conducting inquiry activity, teachers provided essential information or laboratory skills for students to explore.…”

A Case Study of Increasing Vocational High School Teachers Practices in Designing Interdisciplinary Use of Scientific Inquiry in Curriculum Design

“…Numerous scholars (i.e., Hackling & Garnett, 1995;Lin et al, 2014;Luft, 2001;Staer, Goodrum, & Hackling, 1998;) have indicated that the cultivation of students" inquiry abilities should be at the center of contemporary science education. Therefore, providing students with active opportunities to inquire and receive relevant training during the teaching process has become an essential instructional activity.…”