IJCRR - 6(15), August, 2014
Pages: 15-19
INQUIRY-BASED LEARNING APPROACHES: THE BEST PRACTICE FOR BASIC SCIENCE TEACHERS
Author: Ayodele Mathew Olagoke, Olatunbosun Segun Mobolaji, Daramola Mercy A
Category:
[Download PDF]
Abstract:
This paper provides information obtained from Junior Secondary School teachers on their orientation towards the use of inquirybased approach for teaching Basic Science in Ekiti State, Nigeria. The population of the study comprises all the Basic Science teachers in the State. A sample of one hundred and eighty (180) teachers was selected from the three (3) senatorial districts of the State using multi-stage sampling technique. A fifteen-item scaled response questionnaire was used as an instrument. The items addressed teachers’ related beliefs, orientation and difficulties in implementing IBL in Basic Science classrooms. The fourscale, adopted likert-scale questionnaire was distributed by the researchers to the participants in their schools. The instrument was validated by experts in the fields of language, science education and evaluation while the reliability coefficient of 0.74 was obtained for the questionnaire. Data collected were analyzed using the mean score and standard deviation of each statement while the only hypothesis formulated was tested using t-test statistics at 0.05 level of significance. The result showed that many teachers had no knowledge of IBL as reflected in their responses, but they have a strong belief that IBL has the potential to overcome learning problems of students in Basic Science. The study also revealed that teachers suffer from lack of resources, unequipped laboratory, too large class size and lack of time allocation in the school time-table for implementing IBL. The study also revealed that the opinion of male and female teachers in the use of IBL did not differ significantly. It was recommended that practicing science teachers should endeavor to employ IBL in their teaching because of its great benefits to students as it allows
them to reflect on their own ideas in an effort to build their knowledge, understanding and interpretation of ideas.
Keywords: Inquiry-based learning, basic science teachers, junior secondary school and teachers’ orientation
Citation:
Ayodele Mathew Olagoke, Olatunbosun Segun Mobolaji, Daramola Mercy A. INQUIRY-BASED LEARNING APPROACHES: THE BEST PRACTICE FOR BASIC SCIENCE TEACHERS International Journal of Current Research and Review. 6(15), August, 15-19
References:
1. Alonge, M. F. (2004). Measurement and Evaluation in Education and Psychology (Second Edition). Adedayo Printing Nig. Ltd. Ado Ekiti.
2. Berg, C. A., Bergendahl, V.C.B. and B. K. S. Lundberg (2003). Benefitting from an Open-Ended Experiment? A Comparison of Attitudes to, and Outcomes of, an Expository Versus an OpenInquiry Version of the same Experiment. International Journal of Science Education 25, 351-372.
3. Chin, C. (2007). Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking. Journal of Research in Science Teaching, 44 (6), 815-843.
4. Colburn, A. (2000). An Inquiry Primer. Science Scope.
5. De Garcia, L. A. (2013). How to Get Students Talking! Generating Math Talk that Supports Math Learning”, Math Solutions, http:// www.mathsolutions.com/documents/How to Get Students Talking. PDF, downloaded in May 2013.
6. Ekiti State Ministry of Education (2013). Research and Statistic Department. Ado Ekiti.
7. Justice, C., Rice, J., Warry, W., and Laurie, I. (2007). Taking Inquiry Makes a Difference - A Comparative Analysis of Student Learning. Journal on Excellence in College Teaching (in press).
8. Kahn, P. and O’Rourke, K. (2005). Understanding Enquiry-Based Learning (EBL) In Barrett, T., Mac Labhrainn, I. and Fallon, H. (Eds.), Handbook of Enquiry and Problem-Based Leaarning: Irish Case Studies and International Perspectives. Galway: Centre for Excellence in Learning and Teaching, National University of Ireland.
9. Kanselaar, G. (2002). Constructivism and Socio-Constructivism. [Online] Retrieved
10 April 2012 from: http://edu.fss.uu.nl/medewerkers/gk/files/Constructivismgk. pdf 10. Lucas, D., Broderick, N., Lehrer, R., and Bohanan, R. (2005). Making the Grounds of Scientific Inquiry Visible in the Classroom. Science Scope, 29 (3), 39–42.
11. National Research Council. 2000. Inquiry and the National Science Education Standards. Washington, D.C.: National Academy Press.
12. OECD. (2009). Technical Report- PISA 2006.
13. Plowright, D. and M. Watkins (2004). There are no Problems to be solved, only Inquiries to be made, in Social Work Education. Innovations in Education and Teaching International 41, 185- 206.
14. PRIMAS (2007-2013). Promoting Inquiry in Mathematics and Science Education Across Europe. Primas Survey Report on InquiryBased Learning in Europe. European Union Seventh Framework Programme FP7/2007-2013.
15. Prince, M. J. and R. M. Felder (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education 95, 123-138
16. Scardamalia, M. (2002). Collective Cognitive Responsibility for the Advancement of Knowledge. In B. Smith (Ed.), Liberal Education in a knowledge Society. 67–98. Chicago, IL: Open Court.
17. Slatta, R. W. (2004). Enhancing Inquiry-Guided Learning with Technology in History Courses.
18. Spronken-Smith, R., Angelo, T., Matthews, H., O’Steen, B. and Robertson, J. (2007). How Effective is Inquiry-Based Learning in Linking Teaching and Research? Paper Prepared for An International Colloquium on International Policies and Practices for Academic Enquiry, Marwell, Winchester, UK, 19-21 April, 2007. Retrieved June 1 2007 from: http://portal
19. Wu, H. K., and Hsie, C. E. (2006). Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry-based Learning Environments. International Journal of Science Education, 28 (11), 1289-1313.
|