Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment

Abstract

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers' views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students' motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy.

Changing teachers’ self-efficacy, beliefs and practices through STEAM teacher professional development (Cambios en la autoeficacia, creencias y prácticas docentes en la formación STEAM de profesorado)

“…The smallest effect sizes (0.29 and 0.33) are observed in the authenticity and inquiry subscales. Previous studies in this regard reveal that teachers encounter various obstacles to the implementation of this type of methodology, such as the subject-established organization of the schools, the prevailing evaluation model and the lack of time and specialized teaching materials (Abril Gallego et al, 2014; García et al, 2019; Romero-Ariza et al, 2020).…”

Analysis of peer relationships in Korean middle school ınquiry and noninquiry science experiment classes

“…However, as there was no isolated student after death in both the inquiry experiment class and the noninquiry experiment class, it could be interpreted that inquiry activities in science subjects promote cooperative activities in the group. In this context, Romero-Ariza et al (2019) saw that inquiry plays a role in reducing stress in forming peer relationship by naturally inducing relationship between new colleagues.…”

Guided inquiry-based learning in secondary-school chemistry classes: a case study

“…Designing an experiment is a lengthy process and carries the risk of mistakes, which means that the procedure may need to be revised as the activity proceeds. Teachers often feel that they do not have enough time to prepare for and implement IBL (Oliver et al, 2019).…”