Determinants of K-2 School Teachers' Orientation towards Inquiry-Based Science Activities: A Mixed Method Study

Abstract

The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that could explain these attitudes and preferences. Three hundred (N = 300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale, and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative. Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude; handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based instruction. Four categories from the open-ended responses -perceived instructional practices, studentcenteredness of the curriculum, lack of materials and supplies, and training -were used to understand and further explain participants' attitudes and instructional preferences.

An Examination of Teacher Understanding of Project Based Science as a Result of Participating in an Extended Professional Development Program: Implications for Implementation

“…Additional data included pretest/posttest measures of content gains from the Summer Institute courses (knowledge), the Science Teacher Efficacy Beliefs Instrument (STEBI) (Riggs & Enochs, ) and the Science Teacher Ideological Preference Scale (STIPS) (Gado, ; Jones & Harty, ) (attitudes). The STEBI provided information about the teachers’ belief in the impact high‐quality science teaching (i.e., PBS) can have on student learning and the extent to which the teachers also felt confident they could provide that type of instruction.…”

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

“…However, Le adds that although each individual activity followed LCP tenets, the overall experience of the students may not have been learner‐centred, because the teachers' instructional guides only directed the teachers towards superficial changes. In contrast, 13 texts reported examples of appropriate and useful resources (e.g., Niesz & Krishnamurthy, 2013 in India; Stronkhorst & van den Akker, 2006 in Eswatini) with some studies stressing the importance of useful teacher guides and support material (e.g., Di Biase, 2019b in the Maldives; Gado, 2005 in Benin; Jennings, 2012 in Jamaica).…”

Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

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