Action Research: First-Year Primary School Science Teachersâ Conceptions on and Enactment of Science Inquiry in Singapore
In: Asia-Pacific Science EducationSearch for other papers by Soo Chiang James Long in
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This action research project examines first year science teachersâ conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachersâ conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacherâs lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquiry-based instruction.
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Action Research: First-Year Primary School Science Teachersâ Conceptions on and Enactment of Science Inquiry in Singapore
In: Asia-Pacific Science EducationSearch for other papers by Soo Chiang James Long in
Current site
Google Scholar
PubMed
Search for other papers by Yejun Bae in
Current site
Google Scholar
PubMed
This action research project examines first year science teachersâ conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachersâ conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacherâs lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquiry-based instruction.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 0 | 0 | 0 |
| Full Text Views | 510 | 58 | 2 |
| PDF Views & Downloads | 786 | 89 | 2 |
