Teachers\' Levels of Use of the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka

Nawastheen, Fareed Mohamed; Puteh, Sharifah Nor; Meerah, T. Subahan Mohd

doi:10.19026/rjaset.7.709

Cited by 2 publications

(4 citation statements)

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“…Recent literature reported many positive impacts of inquiry-based science teaching such as helping students to gain direct experience in scientific knowledge (Teig et al, 2018), encouraging students to build their own conceptual understanding through exploration which will become their long-term memory (Jeanpierre, 2006;Marshall, 2013;Nawastheen, 2014;Uum et al, 2016), building students' scientific literacy and problem-solving skills (Sikas, 2017;Yuliati et al 2018), enhancing students' critical thinking (Kitot et al, 2010), as well as improving students' understanding of science and engaging students in science more practically (Capps & Crawford, 2013). Nevertheless, the problem arose when teachers preferred using the traditional and teacher-centered approach in their teaching process (Mahalingam & Hamzah 2016;Saad & Boujaoude, 2012) even though they said they were inquiry-oriented.…”

Section: Introductionmentioning

confidence: 99%

“…Nevertheless, the problem arose when teachers preferred using the traditional and teacher-centered approach in their teaching process (Mahalingam & Hamzah 2016;Saad & Boujaoude, 2012) even though they said they were inquiry-oriented. Silm et al (2016) stated that teachers did not apply an inquiry-based approach in their teaching due to the lack of understanding and Previous studies mostly highlighted the effectiveness and attitude of teachers in an inquiry-based approach (Silm et al, 2017), the relationship of inquiry-based approaches and achievement (Teig et al, 2018), scientific literacy through learning-based science learning (Sikas, 2017), implementation of inquiry model among geography teachers (Nawastheen et al, 2014), inquiry-based learning approach practice among teachers (Dai et al, 2011), the relationship between content knowledge of science subjects, attitudes, and practices of inquiry-based learning among teachers (Xie et al, 2014), as well as knowledge, attitudes, and skills in inquiry-based learning of history subject (Mahalingam & Hamzah, 2016). There is still a lack of research that focuses on the relationship between teachers' knowledge of the inquiry-based science teaching and the teachers' skills of four phases of inquiry in implementing the approach.…”

Section: Introductionmentioning

confidence: 99%

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Inquiry-Based Science Teaching: Knowledge and Skills Among Science Teachers

Ibrahim

Mahmud

2020

HSSR

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Purpose of the study: The purpose of this study is to investigate the relationship between teachers' knowledge and perceived skills in implementing inquiry-based science teaching at the secondary level. Methodology: This quantitative research involved 63 science teachers from nine secondary schools in Putrajaya. Respondents were selected using a random sampling technique. The data were analyzed using descriptive and inferential statistics methods. Main Findings: The analysis showed that the level of teachers' knowledge of inquiry-based science teaching and the level of teachers' perceived skills in implementing inquiry-based science teaching which was divided into four phases (conceptualization, investigation, conclusion, and discussion) were high. The Pearson correlation test found that there was a strong and significant relationship between teachers' knowledge in inquiry-based science teaching and teachers' skills in four phases of inquiry. Applications of this study: This study implies that teachers' knowledge and skills are essential aspects to be emphasized in implementing inquiry-based science teaching and teachers should be trained in both of these aspects as they are interrelated to each other. Novelty/Originality of this study: This study explores deeper on teachers' skills in implementing inquiry approach by dividing it into four phases to determine which phases of the inquiry that educators and scholars need to emphasize and give the training to improve teachers' implementation skills and determine whether the phases are interrelated to knowledge.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Science Teaching: Knowledge and Skills Among Science Teachers

Ibrahim

Mahmud

2020

HSSR

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“…Professional qualifications are one of the key elements in measuring the performance of teachers. Obtaining professional qualifications allows teachers to develop their individual skills and provides a good source of knowledge (Gunawardena, Rupasinghe & Zoysa, 2010;Nawastheen, 2014). Therefore, professional development is extremely important to school teachers and it is an uptake of learning opportunities, which deepen and extend their professional competence, including knowledge, beliefs, motivation and self-regulatory skills (Richter, Kunter, Klusmann, Lüdtke, & Baumert, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Their working environment has been improved, and their confidence and pride have been boosted by higher learning opportunities (Nawastheen, 2014). Efforts were initiated during the State Council period of Sri Lanka (1931Lanka ( -1947.…”

Section: Introductionmentioning

confidence: 99%

A Study on PGDE Student-Teacher Efficacy Beliefs in the Sri Lankan Context

2017

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The main purpose of this study was to determine the self-efficacy beliefs of the student-teachers in the context of Sri Lanka. The respondents consisted of 471 student-teachers from seven study centres of Post Graduate Diploma in Education (PGDE) Programme of the Open University of Sri Lanka. The study employed an adapted questionnaire based on the Teacher Self-Efficacy Scale. Findings from the analysis showed that the self-efficacy of studentteachers in student engagement (M=7.07, SD=.94), instructional strategies (M=7.4, SD=.91) and classroom management (M=7.2, SD=1.0) remained high. Outcomes from the t-test did not indicate significant differences between the male (M=7.03, SD=.930; M=7.3, SD=.836; M=7.17, SD=1.03) and female (M=7.09, SD=.953; M=7.46, SD=.945; M=7.2, SD=.996) PGDE student teachers in terms of student engagement, instructional strategies and classroom management. Findings from the one-way ANOVA showed a significant difference in student engagement based on the experience of teachers (F=3.4; df=3.471; p=.018). No significant differences among other groups based on the medium of instruction and qualifications of the studentteachers were found. Approximately 78% of the student-teachers stated that they developed the knowledge and skills related to self-efficacy from the various subjects of the PGDE programme. The study suggests several strategies which need to be incorporated in the PGDE programme to enhance the self-efficacy of student-teachers in their teaching-learning process. * Corresponding Author: F. M. Nawastheen; email:ORCiD: http://orcid.org/0000-0001-9538-7372

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Teachers\' Levels of Use of the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka

Cited by 2 publications

References 10 publications

Inquiry-Based Science Teaching: Knowledge and Skills Among Science Teachers

Inquiry-Based Science Teaching: Knowledge and Skills Among Science Teachers

A Study on PGDE Student-Teacher Efficacy Beliefs in the Sri Lankan Context

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