Why Isn't Inquiry Used in More Classrooms?

Costenson, Kenneth L.; Lawson, Anton E.

doi:10.2307/4448241

Cited by 55 publications

(15 citation statements)

References 10 publications

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“…It is inevitable that students who take courses with traditional methods since primary education and who are familiar with traditional methods bring some habits along with them. Changing habits is difficult (Constenson & Lawson, 1986) and time consuming. It is possible that these habits will adversely affect the inquiry-based learning process.…”

Section: Discussionmentioning

confidence: 99%

The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

Sarica

Çetin

2020

Acta Educationis Generalis

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Introduction: Inquiry-based teaching is a constructivist-based method that has become popular in recent years. In this method, students work in a systematic way like a scientist during the research process, actively participate in the learning process, solve problems and learn in practice. The aim of this study is to reveal the opinions of prospective teachers about inquiry based teaching practices.Methods: The study was designed in a qualitative research design. The participants of the study are primary mathematics teacher candidates. Data were collected through semi-structured interviews conducted face-to-face with the students. The data were analyzed using content analysis. The findings obtained from the analysis of the prospective teachers’ views were presented with the relevant themes and codes under the titles.Results: Some of the findings of the prospective teachers’ opinions about the process in which inquiry-based teaching method is applied are as follows. It provides permanent learning, is suitable for real life, develops skills such as research, problem solving, leadership, motivates and gives experience to the profession, is learned actively by doing and experiencing in the process, unexpected difficulties are encountered, the traditional method is easier, not suitable for every course, the lecturer should give more feedback and guidance, communication and coordination in group work is required.Discussion: Prospective teachers stated many positive opinions about the process in which the course content was taught using inquiry-based method. It can be said that the application process positively influences the practical knowledge and skills of teacher candidates. However, it is seen that some prospective teachers find the process tiring and time consuming. It is understood that teacher candidates have intense concerns about Public Personnel Selection Examination (KPSS) and this affects the process. KPSS is a test in Turkey for prospective teachers where they should get enough points to be appointed as teachers after graduation. Although the participants of this study are 3rd grade prospective teachers and they take the KPSS exam after graduation; it is understood that KPSS affects them and their motivation.Limitations: This research is limited to the measurement and evaluation course and to the 3rd grade mathematics teacher candidates who are the participants of this study.Conclusions: Prospective teachers mostly have positive opinions about the inquiry-based teaching process. It can be said that it would be beneficial to use this method in teacher education.

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Section: Discussionmentioning

confidence: 99%

The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

Sarica

Çetin

2020

Acta Educationis Generalis

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“…Besides requiring knowledge of different fields, the implementation of inquiry teaching clearly confronts teachers with many difficulties and challenges that need to be overcome (Costenson & Lawson, 1986). That is why there are multiple factors affecting the implementation of inquiry teaching, and any simplification of the relationships can lead to wrong conclusions.…”

Section: Discussionmentioning

confidence: 99%

The Role of Pedagogical Content Knowledge and Experience of Elementary School Teachers in the Implementation of Inquiry Teaching / Uloga metodičkog znanja i iskustva učitelja u provedbi istraživačke nastave

Krijan

Opić

Rijavec

2018

Croatian Journal of Education

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The aim of the study was to assess the predictive value of pedagogical content knowledge of inquiry science and society teaching in explaining the frequency of its implementation. The sample of 320 elementary school teachers from Eastern Croatia were included in the study. Two measures were used for assessing their pedagogical content knowledge about inquiry teaching: knowledge presented in the lesson plans and self-assessed pedagogical content knowledge of inquiry teaching. The participants' experience of inquiry learning throughout their education and the frequency of its implementation in teaching science and society were assessed with the use of a questionnaire specially designed for this study. The obtained results show that the teachers' pedagogical content knowledge of inquiry teaching and their experience of inquiry learning throughout education explained 32% of the variance related to the frequency of their implementation of inquiry teaching. The same variables explained 38% of the variance regarding the implementation of inquiry activities. Additionally, the results reveal that the teachers assessed their pedagogical content knowledge of inquiry teaching as very good. Their knowledge as presented in the lesson plans was rather poor and suggested a low level of the pedagogical content knowledge of inquiry science and society teaching, indicating that the teachers are not familiar enough with the phases and activities of inquiry teaching.

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“…However, inquiry-based teaching methods such as PBL are very effective in knowledge construction, but they are not widely-used because of consumption of too much time and energy, in addition to being too slow and too expensive (Costenson & Lawson, 1986). On the other hand, the EL method which was emphasized by Ausubel (2000) is one of the indispensable methods of teachers in education and currently used in many educational environments with a high percentage.…”

Section: Review Of Studies Investigating Effects Of Online Teaching Mmentioning

confidence: 99%

The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

YILMAZ

Korur

2020

IJTE

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This 2-group quasi-experimental study was conducted to explore the following research questions: Do the fourth graders’ post-intervention scores achieved in the unit of force and motion achievement test and attitude scale toward the unit depend on being in the groups that were taught the unit either with ‘Online Advance Organizer Concept Teaching Material’ (ONACOM) integrated PBL and with ONACOM-integrated EL when we control for their respective pretest scores and their science grades in the previous semester? What are the students’ gains, achievement, attitude and retention from the two systematic applications of the ONACOM-integrated methods, PBL and EL? The sample (N=220) consisted of fourth graders at public elementary schools in Burdur, Turkey. Although there were no significant treatment effects favoring one of the methods, teaching science topics by integrating ONACOM consistently in both methods increased the students’ achievement and attitude levels and supported their knowledge retention with large effect sizes significantly. As a well-developed innovative software, ONACOM is effective on learning regardless of the course and method when it is systematically integrated into teaching methods, since it is prepared on the basis of multimedia learning strategies and is suitable for the essential structures of both teaching methods.

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Why Isn't Inquiry Used in More Classrooms?

Cited by 55 publications

References 10 publications

The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

The Process of Inquiry-Based Teaching Practices from the Perspective of Prospective Mathematics Teachers

The Role of Pedagogical Content Knowledge and Experience of Elementary School Teachers in the Implementation of Inquiry Teaching / Uloga metodičkog znanja i iskustva učitelja u provedbi istraživačke nastave

The Effects of an Online Teaching Material Integrated Methods on Students’ Science Achievement, Attitude and Retention

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