Action Research: First-Year Primary School Science Teachers’ Conceptions on and Enactment of Science Inquiry in Singapore

Soo Chiang James Long and Yejun Bae

DOI 10.1186/s41029-017-0017-9 | Asia-Pacific Science Education

ABSTRACT

This action research project examines first year science teachers’ conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachers’ 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 teacher’s 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 inquirybased instruction.

Keywords: Inquiry-based instruction, EQUIP (Electronic Quality of Inquiry Protocol), Primary science education

Comments

A generative professional development program for the development of science teacher epistemic orientations and teaching practices

Bae, Yejun., Hand, Brian.M. & Fulmer, Gavin.W. A generative professional development program for the development of science teacher epistemic orientations and teaching practices. Instr Sci (2022). https://doi.org/10.1007/s11251-021-09569-y Read the article here => https://rdcu.be/cFaG2

[Home-Baking] Whole-Wheat Ricotta Cheese Cobbler

If you want to eat fruit differently, there is a cobbler recipe that you can easily make at home. There are so many different types of cobblers, and there are many different types of cobblers in each household. While it is easy to make, the taste is deep and light (?). This time, I decided to try making it healthier by using especially whole wheat flour. First, lightly wash the blueberries and place them on a sieve. Rub the outside of the apple with baking soda, clean it, and cut it into small pieces. I needed about 3 tablespoons of butter, but I only have 2.5 tablespoons left, so I'll just use it as is. Chop it up into small pieces and place it in a baking glass bowl. Put it in the microwave for 45 seconds and it melts so well. You can use sugar or honey, but I found quince jam left in the refrigerator for a while and decided to use it today. Take a large tablespoon of jam and spread it on top of the melted butter. Sift 1 cup whole wheat flour through a sieve Sprinkle two tablespo...

Mental Wellbeing Check-in Activity - Draw Emojis

Today's topic is my past week expressed with emoticons. Usually, in this activity, the teacher puts emoticons on the screen and asks the students to choose them, but in my class, I had the students draw them directly to add a more creative element. It was an early morning class, so even the students who rushed in felt that it was helpful to calm the students' emotions as they were able to catch their breath and draw slowly as soon as they started the activity. Student B, who tried to capture a lot of happy expressions by changing colors Student A is proud that her emoji has hair

Yejun Bae's Blogspot

Search This Blog