Changing Perceptions on Inquiry Based Learning in Pre-Service and In-Service Teachers

North Carolina State University

Changing Perceptions on Inquiry Based Learning in Pre-Service and In-Service Teachers

The modern world in which we live is requiring individual citizens to become more equipped with essential 21st century skills. The science classroom is a platform where students can engage in critical thinking, communication, and collaboration skills that would enhance their readiness for our rapidly changing, technology rich, society. Furthermore, teaching these skills through means of inquiry and constructivism has shown to increase student involvement, comprehension, and retention when done effectively (Aydeniz, 2012, pg.201). For this reason it is imperative for science educators to include, if not practice regularly; inquiry based learning in their lessons. However, this is not an approach many teachers feel comfortable implementing for various reasons. The purpose of this review is to focus on research studies that have provided professional development on inquiry based learning to pre-service and in-service teachers in the hopes of improving their views of inquiry while encouraging and supporting them in practicing this methodology. The studies used are from multiple countries and school level ranges from kindergarten to high school. Since this area of research is increasing in its popularity the articles used are fairly recent, ranging from 2008 to 2014. This review will not cover differences in teachers opinion based on race, religion, demographic background or gender. The review is also not meant to compare the studies of inquiry methodology effectiveness (i.e. project based vs. problem based).
There has been evidence to shown that there is an prominent difference in the effectiveness of inquiry based learning in science classrooms between teachers who have had professional development or training in the methodology and teachers who have had not. Hattie (2009) mentions that where science teachers received in-service training in inquiry methods, students significantly outperformed students in traditional programs. Furthermore, analysis of data gathered by the Irish Science Teachers Association points out that one of the crucial problems found by teachers in Ireland was that there was no nationwide in-service training provided to teachers to help them implement an inquiry-based approach to teaching (Higgins, 2009, p.18). Other studies have been conducted on implementing inquiry without giving teachers training and found that one of the major issues was clearly related to the lack of in-service training provided to assist teachers in the Inquiry Based Science Education approach to teaching (Kennedy, 2013, p.303).
The majority of the articles analyzed reported positive outcomes from their research initiatives. Some even saw improvements in more than just one area of the teachers’ perceptions or attitudes. However, the limitations and the struggles of this type of research will not be left out of the review. There seems to be a focus on this topic more recently and as the popularity grows so will the research. Fifteen articles were reviewed to analyze what impact professional development has on improving the perceptions of pre-service and in-service teachers toward inquiry based learning. Similar concerns were found throughout the articles using a participant surveys or questionnaires about inquiry based learning. Many researchers used a Likert scale. A lack of confidence or skills was a reported feeling of teachers before training (Duran, 2009, p.60). Some teachers felt anxiety about the chaos they believed inquiry encourages or how they would supply all the materials necessary to complete the tasks (Furtado, 2010, p.114). In several studies some teachers were not very confident on what inquiry even entailed (Banerjee, Cihak, Graham, & Retinger, 2010, p. 5). There were a few differences in the framework of the research articles found but all included the concept of using inquiry and training teachers how to implement it. Most of the articles framework was on how to implement inquiry within (insert choice state or region) science standards, one was on how to teach the nature of science through inquiry (Nuangchalerm, 2013, p.201) and another was on project based learning in science classrooms (Turgut, 2008, p.62). Almost all of the studies had researchers who chose to use qualitative data but interestingly many also used quantitative analysis such as a t-test or Chi2 as well. Methods for the professional development all consisted of meeting with the teachers in person. The longest study took place over three years (Banerjee, et al., 2010, p. 3) and the shortest was a week (Furtado, 2010, p.104). In the studies that dealt with teachers that were already in-service the professional development was structured in a way that benefit them in their own classrooms. Many held workshops that not only explained what inquiry is and the methodology behind it but also gave the teachers opportunities to experience inquiry for themselves by completing hands on activities, demonstrations, practice with materials and resources (Banerjee, et al., 2010; Duran, 2009; Furtado, 2010; Harris, 2014). The in-service teachers progress and improvement was analyzed using teacher surveys and questionaries’ from before the training and after the training. The pre-service professional development seemed to be based on the same ideas of the in-service teacher professional development (classes with hands on activities) but with the exception of two in-service studies (Banerjee 2010; Harris, 2014); the pre-service studies lasted a little longer on average and the researchers seem to go further in depth with the individuals’ progress. In addition to the previous means of analysis the pre-service teachers were also analyzed on how effectively they could come up with, and teach an inquiry lesson. The teachers were either observed by a researcher or video recorded for analysis in addition to their questionnaires, portfolios, and journals. They also had some support with writing lesson plans and learning how to obtain materials for the investigations (Magee, 2012; Nuangchalerm, 2013; Nuangchalerm, 2014; Turgut, 2008). The majority of the researchers found they were able to positively impact the teachers’ perceptions of inquiry-based learning. Banerjee, who used 10 high school teachers from southwestern Georgia over three years performed a pre and posttest about what inquiry was, how to implement the method, and how participants felt in terms of confidence about using it. The posttest showed a thirty percent increase from the pretest of participant scores (Banerjee, 2010, p. 5). A study completed by Duran, that engaged 23 Ohio early childhood teachers from public and private schools over a six month period used qualitative and quantitative analysis. Using the qualitative data, there was a significant positive impact on teachers’ beliefs but teachers felt it would need to be reinforced regularly. However, the quantitative data did not suggest a statistically significance which will be discussed later (Duran, 2009, p.63). Furtado held a weeklong workshop with 42 kindergarten teachers from California. They used a quantitative analysis to determine the impact of the training. The researchers found that there was a significant increase in teachers’ confidence with inquiry, decrease in anxiety and doubts about materials and time (Furtado, 2010, p.104). In the study through SRI International the researchers worked with 108 teachers in North Carolina, about half were the treatment group and half in the control. They provided professional development and an inquiry based curriculum with materials to the treatment group. After each unit the teachers completed logs, interviews and gave students a study created assessment. This assessment was also given to the control group and the results were compared. The researchers found that in in both posttests the treatment group of students performed higher than the control. However, only one was reported as statistically significant. The teachers reported during the interviews and logs that they enjoyed using the inquiry curriculum, they could see the students were engaged and excited to learn science in this way (Harris, 2014, p.7). Magee worked with forty-nine pre-service elementary school teachers over one semester. Using qualitative methods from teacher logs, chat rooms, the teachers reported that their confidence had increased, their belief in the method had increased, and the classes help debunk a lot of myths they had about inquiry (Magee, 2012, p. 362). Nuangchalerm spent a semester with pre-service teachers at a Chinese university giving workshops on how to teach the nature of science through inquiry. Through qualitative analysis using classroom observation, video recording and interview, the researchers reported that there was a positive impact on the teachers’ outlook of inquiry and the teachers’ ability to effectively teach nature of science through inquiry activities (Nuangchalerm, 2013, p. 202). In 2014, Nuangchalerm conducted a very similar study with the same set-up as the previous one however, this time the focus was solely on using inquiry in the science classroom. He found in this study, through qualitative analysis, that pre-service teachers showed growth in their confidence, understanding, knowledge, and experience in inquiry-based learning (Nuangchalerm, 2014, p. 68). Unfortunately, not every study was entirely successful. Tugut completed a study in Turkey with seventy-five pre-service teachers for ten weeks giving workshops on inquiry, science literacy, nature of science and science technology. After analyzing the qualitative data the researchers could not give a solid outcome, there were too many varying opinions and assertions to claim that the professional development was successful. This may have been because they tried to fit too many ideas into the professional development and should have focused in on just one (Turgut, 2008, p.74). A struggle mentioned in Magee’s study is that this method is very complex and it is difficult to change a person’s perception in a short amount of time, just as with students and their alternative conceptions (Magee, 2012, p. 363). An interesting find by SRI International was that in the earth science content area there was a statistical significance between the treatment and control group students scores on the posttest but not in the energy unit. This may have something to say about which content areas lend themselves best to inquiry or show areas where inquiry really is needed to deepen student comprehension. Lastly, Duran’s study completed both qualitative and quantitative studies but only reported significance in the qualitative analysis. The researchers suggest this may be because teachers in the study came into the study possessing a high positive belief about inquiry (Duran, 2009, p. 63). The influential point shown through the research studies is that when professional development is provided correctly and assessed in an appropriate manner the teachers’ perceptions of inquiry-based learning can be positively impacted. It is crucial to understand the role that professional development plays as more administrators and districts are becoming interested in this methodology. If teachers are not trained, the implementation of inquiry will be useless. Teachers need to be familiar with the practice, process, and facilitation, but above everything else they need to believe in the methodology of inquiry before it can be used effectively.

References
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Banerjee, A., Cihak, D., Graham, S., & Retinger, L. (2010). Teaching Science Using Guided Inquiry as the Central Theme- A Professional Development Model for High School Science Teachers. Science Educator, 19(2), 1-9. Retrieved November 12, 2014, from ERIC.

Duran, E. (2009). The Impact of a Professional Development Program Integrating Informal Science Education on Early Childhood Teachers’ Self-Efficacy and Beliefs About Inquiry-Based Science Teaching. Journal of Elementary Science Education, 21(4), 53-70. Retrieved November 16, 2014, from ERIC.

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