Teaching practices linked to the implementation of inquiry‐based practical work in certain science classrooms

Abstract

Around the world, there have been curricula reforms involving the incorporation of the inquiry‐based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry‐based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher professional development, and on classroom teaching and learning based on the strategy. However, the question of the extent to which teaching practices linked to the implementation of practical work are actually inquiry‐based, was still to be answered. To draw on the answer to this question to inform professional development practice and research, we focused on the case of physical sciences classrooms in two resource‐constrained South African schools. In this regard, we used a conceptual framework based on the Interconnected Model of Teachers' Professional Growth and including a framework of teaching practices. In the data collection, we used a multimethod case study approach and to analyze the data, we combined the inductive and deductive approaches in thematic analysis. The results show that in the initiation, planning, and classroom implementation phases of practical work, many of the teaching practices of participants were inconsistent with inquiry‐based teaching and learning, although some other practices were consistent with this type of teaching and learning. At the same time, some of the consistent practices were at a rather low level of implementation. We have discussed the theory‐, practice‐, and research‐based implications of these results, in relation to the implementation of IBPW in resource‐constrained physical sciences classrooms in South Africa and internationally.

Exploring grade 11 physical science teachers’ perceptions of practical work in mankweng circuit, South Africa

“…It is most likely, teachers did not perceive practical work as a means of improving learners' knowledge and process skills (Swain et al, 2013). These observations concur with Flick andLederman (2006), Effendi-Hasibuan andMukminin (2019), and Akuma and Callaghan (2019) revealed that teachers experienced challenges in implementing explicit and implicit inquiry teaching in the classroom. Besides, teachers indicated that they lacked the resources to conduct practical work.…”

Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement

“…Because teacher feedback in part creates school climate (Thapa et al, ), there are whole‐school yields in encouraging and supporting all teachers in their consistent use of growth feedback. It is important to note however that researchers who have tested interventions and programs that target teacher feedback (Akuma & Callaghan, ; Voerman, Meijer, Korthagen, & Simons, ) and school climate (Bradshaw, Koth, Thornton, & Leaf, ) have noted considerable challenges to long‐term change, such as implementation fidelity and resistance to change. As such, it is important for teachers and school‐leaders to consider approaches to growth feedback (such as those suggested here) that can be sustained and used consistently.…”

Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools

“…Decades of traditional instruction is a major contributor to the low scientific literacy in Africa (e.g., Anamuah-Mensah, 2012;Shumba, 1999). In attempts to address the low scientific literacy, inquiry-based science teaching and learning is emphasized as the current curricula rationale for basic science education in many African countries (e.g., Akuma & Callaghan, 2019;Athuman, 2017;Chabalengula & Mumba, 2012;Leon, 2012;Ssempala, 2017). Inquiry instruction is a contemporary global approach for developing students' scientific literacy.…”