Reconceptualising inquiry in science education

Bevins, Stuart; Price, Gareth

doi:10.1080/09500693.2015.1124300

Cited by 112 publications

(73 citation statements)

References 19 publications

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“…As IBT is basically extensive practical work oriented, so inadequate laboratory facilities were also found as a barrier in this study. It is also similar to the findings of Bevins and Price (2016). Since inquiry-based activities requires more time to prepare and to finish, the adoption of inquiry-based curriculum should come along with the adjustment of content in curriculum and teaching time.…”

Section: Discussionsupporting

confidence: 82%

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Hoq¹

2019

UCER-A

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Belief is considered to be one of the important factors that influences pedagogy. In inquiry-based teaching (henceforth, IBT), a student-centered pedagogy, instructions of teacher are of particular importance to facilitate students in active and extended learning. Studies found that instructional practices in teaching vary from teacher to teacher. Belief might be one of the factors for such variation. Several others studies explored the relation between the belief and practice, but no research has been conducted so far in Bangladesh regarding secondary science teachers' beliefs and practices in IBT. The problem discussed here is, therefore, whether there is any consistence between belief and IBT and challenges to implement IBT. The aim of the research was to explore if teachers' beliefs on IBT influences actual classroom practice of science teachers and associated challenges. For this, a qualitative approach is used. To collect data, four teachers of Physics, Chemistry, Botany, and Zoology subjects at secondary level were conveniently selected. Firstly, classroom observation with a belief schedule was used to understand the actual practice of teachers. Next, the teachers were provided with a belief schedule where teachers beliefs were reflected. A semi-structured interview was also used to collect data from science teachers. Result shows that the teachers who believed science learning was associated with inquiry-based scientific practices, imparted it in their practice and vice versa. Large class size, interest, and abilities of students, insufficient time for preparation are the major constraints found in this study. Contents of the textbook are not in line with the curriculum was another major challenge. Mitigation of such contextual constrains and the adoption of inquiry-based curriculum should come along with the adjustment of content in the textbook. At the same time, it may be useful to unpack the beliefs of teachers and reflect on what own beliefs mean for practice.

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Section: Discussionsupporting

confidence: 82%

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Hoq¹

2019

UCER-A

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“…Ondersoek in wetenskaponderrig kan beskou word as 'n pedagogiese benadering wat onderwysers aanneem, of dit kan gesien word as dit wat studente gebruik om inhoud in die wetenskap te leer (Minner, Levy & Century 2010:476). Die samesmelting van diverse idees oor ondersoek in 'n enkele identiteit het gelei tot probleme omdat sommige persone dit as eenvoudige praktiese werk beskou, terwyl ander dit as studentgedrewe leerprogramme sien (Bevins & Price 2016). Ondanks hierdie verskillende standpunte is daar 'n algemene tema in ondersoekgedrewe wetenskaponderrig wat behels 'doen wat wetenskaplikes in die klaskamer doen' (Howes, Lim & Campos 2009).…”

Section: Inleidingunclassified

The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

Edwards

Grange

2017

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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Research in science education evolved from the positivist paradigm in which scientific knowledge was considered to be immutable. This article investigates the use of inquiry-based science teaching as a pedagogical strategy to develop prospective science teachers’ conceptual understanding of direct current electricity. It is proposed that Vygotsky’s social constructivism and Dewey’s pragmatism have common elements that may serve as a philosophical framework for inquiry-based science teaching. An example of the transformative conjecture-driven teaching experiment as a design study in science education, is outlined. A retrospective analysis is provided to develop a learning environment that can contribute to better conceptual understanding of basic direct current electricity by prospective science teachers.

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“…Contextual Learning is a learning concept that helps teachers' link material taught with real-world situations and encourages students to make connections between their knowledge and their application in their daily lives, involving seven main components of effective learning, namely: Constructivism, Questioning, Inquiry, Learning Community, Modeling, reflection, and Authentic Assessment (Bevins & Price, 2016). So, contextual learning is a learning concept that connects subject matter with its application in everyday life.…”

Section: Introductionmentioning

confidence: 99%

Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning

Toheri¹,

Winarso²,

Haqq³

2020

EUROPEAN J ED RES

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Learning models that can improve critical thinking, skills collaborate, communicate, and creative thinking are needed in the 21st-century education era. Critical and creative thinking are the two essential competencies of the four skills required in the 21st century. However, both are still difficult to achieve well by students due to a lack of thinking skills during mathematics learning. This study was conducted to determine the model of learning that is appropriate to develop students' critical and creative thinking skills. The study used three-class samples from eighth grade. The first class is given the problem-posing lesson; the second class is given contextual learning and third class as a control class. The results of the study indicate that improving students' critical and creative thinking skills are included in the moderate category for types using contextual learning and problem-posing. Also, it is found that contextual learning is more effective for improving critical thinking skills when compared with learning problem posing and expository learning. Meanwhile, learning problem posing is more useful to enhance creative thinking skills compared with contextual and expository learning.

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Reconceptualising inquiry in science education

Cited by 112 publications

References 19 publications

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

Probing Beliefs of Secondary Science Teacher on Inquiry-Based Teaching in Bangladesh

The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity

Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning

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