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Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties

Year 2016, Issue: 10, 71 - 93, 25.07.2016

Abstract

Renewed primary and elementary schools science curriculum has been implemented in Turkey for three years. In this curriculum students are required to learn school science subjects by various inquiry-based learning activities or experiments. However, whether pre-service elementary science teachers (PSTs) are completely ready to implement this curriculum by considering some levels of inquiry is still not known. This study aims to explore PSTs’ difficulties in performing guided inquiry-based physic experiments and their perceptions about physics laboratory. A total of 80 PSTs participated in the study and they performed guided inquiry-based electricity experiments. Data were collected through an open-ended questionnaire, the interview and field note. Qualitative content analysis was performed to analyze the data obtained. The results of this study showed that some PSTs faced difficulty in performing the experiments due to their teacher-centered previous learning experiences, insufficient content knowledge about physics, insufficient inquiry skills, poor adaptation to inquiry activities and low-level collaboration. In addition, the majority of PSTs perceived physics laboratory as a place where the physics knowledge was confirmed. As a conclusion, this study showed that most PSTs had some difficulties in performing the guided inquiry-based electricity experiments. How researchers and instructors can decrease the number of the difficulties that PSTs face in the inquiry activities or experiments by taking some precautions is also discussed in this study.

References

  • Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
  • Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: evidence from Qatar. The Journal of Educational Research, 105(2), 134-146.
  • Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Banerjee, A. (2010). Teaching science using guided ınquiry as the central theme: a professional development model for high school science teachers. Science Educator, 19(2), 1-9.
  • Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
  • Bhattacharyya, S., Volk, T., & Lumpe, A. (2009). The influence of an extensive inquiry-based field experience on pre-service elementary student teachers’ science teaching beliefs. Journal of Science Teacher Education, 20(3), 199-218.
  • Blue, J., & Jacob, J. (2009). Student perceptions of an introductory physics course. Proceedings of the 2009 Physics Education Research Conference. (pp. 101-04). AIP Press
  • Brown, S. L., & Melear, C. T. (2006). Investigation of secondary science teachers’ beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching, 43(9), 938-962.
  • Campbell, T., Zhang, D., & Neilson, D. (2011). Model based inquiry in the high school physics classroom: an exploratory study of implementation and outcomes. Journal of Science Education and Technology, 20(3), 258-269.
  • Capps, D. K., & Crawford, D. A. (2013). Inquiry-based instruction and teaching about nature of science: are they happening? Journal of Science Teacher Education, 24(3), 497-526.
  • Choi, S., & Ramsey, J. (2009).Constructing elementary teachers’ beliefs, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109(6), 313-324.
  • Duran, L. B., McArthur, J., & Van-Hook, S. (2004). Undergraduate students’ perceptions of an inquiry-based physics course. Journal of Science Teacher Education 15(2), 155-171.
  • Duran, E., Ballone-Duran, L., Haney J., & Beltyukova, S. (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.
  • Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (3rd ed.). New York: McGraw-Hill.
  • Forbes, C. T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education, 24(1), 179-197.
  • Hanif, M., Sneddon, P. H., Al-Ahmedi, F. M., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30(1), 85-96.
  • Herron, M. D. (1971). The nature of scientific enquiry. School Review, 79(2), 171-212.
  • Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52(2), 201-217.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88(1), 28-54.
  • Hubbard, P., & Abell, S. (2005). Setting sail or missing the boat: comparing the beliefs of preservice elementary teachers with and without an inquiry-based physics course. Journal of Science Teacher Education, 16, 5-25.
  • Hutchins, K., L., & Friedrichsen, P. J. (2012). Science faculty belief systems in a professional development program: inquiry in college laboratories. Journal of Science Teacher Education, 23(8), 867-887.
  • Kim, M., & Tan, A. -L. (2011). Rethinking difficulties of teaching inquiry‐based practical work: stories from elementary pre‐service teachers, International Journal of Science Education, 33(4), 465-486
  • Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636.
  • Liang, L. L., & Richardson, G. M. (2009). Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. Journal of Elementary Science Education, 21(1), 51-66.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications
  • Magee, P. A., & Flessner, R. (2012). Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses. Science Education International, 23(4), 353-365.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Ministry of National Education [MoNE] (2006). Elementary School Science and Technology Curriculum.
  • Ministry of National Education [MoNE] (2013). Primary and Elementary Schools Science Curriculum.
  • National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academic Press.
  • National Research Council [NRC]. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
  • Nivalainen, V., Asikainen, M. A., & Hirvonen, P. E. (2013). Open guided inquiry laboratory in physics teacher education. Journal of Science Teacher Education, 24(3), 449-474.
  • Nowicki, B. L., Sullivan-Watts, B., Shim, M. K., Young, B., Pockalny, R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135-1154.
  • Pilitsis, V., & Duncan, R. G. (2012). Changes in belief orientations of preservice teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936.
  • Rushton, G. T., Lotter, C., & Singer, J. (2011). Chemistry teachers’ emerging expertise in inquiry teaching: the effect of a professional development model on beliefs and practice. Journal of Science Teacher Education, 22(1), 23-52
  • Sadaghinai, H. R. (2008). Physics by inquiry: addressing student learning and attitude. Proceedings of the 2008 Physics Education Research Conference. (pp. 191-94). AIP Press
  • Silverman, D., & Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Los Angeles, CA: Sage Publications.
  • Steinberg, R., Wyner, Y., Borman, G., & Salame, I. I. (2015). Targeted courses in inquiry science for future elementary school teachers. Journal of College Science Teaching, 44(6), 51-56.
  • Tatar, N. (2012). Inquiry-based science laboratories: an analysis of preservice teachers’ beliefs about learning science through inquiry and their performances. Journal of Baltic Science Education, 11(3), 248-266.
  • Tsai, C., - C. (2003). Taiwanese science students' and teachers' perceptions of the laboratory learning environments: exploring epistemological gaps. International Journal of Science Education, 25(7), 847-860.
  • Tsai, C., -C. (2004). Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Yoon, H. - G., Joung, Y. J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: difficulties on and under the scene. Research in Science Education, 42(3), 589-608.
  • Wee, B., Shepardson, D., Fast, J., & Harbor, J. (2007). Teaching and learning about inquiry: insights and challenges in professional development. Journal of Science Teacher Education, 18(1), 63-89.
  • Wenning, C. J. (2005). Levels of inquiry: hierarchies of pedagogical practices and inquiry processes. J. Phys. Tchr. Educ. Online 2(3), 3-12.

Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties

Year 2016, Issue: 10, 71 - 93, 25.07.2016

Abstract

Yenilenen İlköğretim Kurumları Fen Bilimleri Dersi Öğretim Programı üç yıldır Türkiye’de uygulanmaktadır. Bu programda öğrencilerin feni çeşitli sorgulayıcı öğrenme etkinlikleri ya da deneyleri ile öğrenmeleri istenmektedir. Fakat fen bilimleri dersi öğretmen adaylarının, bu öğretim programını sorgulayıcı öğrenmenin bazı düzeylerini düşünerek uygulamaya tam olarak hazır olup olmadıkları bilinmemektedir. Bu çalışmanın amacı fen bilimleri dersi öğretmen adaylarının elektrik konusuna yönelik rehberli-araştırma sorgulama deneylerini yaparken karşılaşmış oldukları zorlukları ve fizik laboratuvarı hakkındaki algılarını tespit etmektir. Çalışmaya 80 fen bilimleri dersi öğretmen adayı katılmıştır ve elektrik konusuna yönelik rehberli-araştırma sorgulama deneylerini yapmışlardır. Açık uçlu anket, mülakat ve gözlem bu çalışmada kullanılan veri toplama araçlarıdır. Elde edilen verileri analiz etmek için nitel içerik analizi uygulanmıştır. Bu çalışmanın sonuçlarına göre bazı öğretmen adayları deneyleri yaparken geçmiş öğretmen merkezli öğrenme deneyimlerinden, yetersiz fizik alan bilgilerinden, yetersiz sorgulama becerilerinden, problemlerinden ve düşük seviyedeki işbirliklerinden dolayı sıkıntılar yaşamışlardır. Ayrıca öğretmen adaylarının çoğu fizik laboratuvarını bilginin onaylandığı bir yer olarak düşünmüşlerdir. Sonuçta bu çalışma çoğu fen bilimleri dersi öğretmen adayının elektrik konusuna yönelik rehberli-araştırma sorgulama deneylerinde zorlandığını göstermiştir. Bu çalışmada araştırmacıların ve öğretmenlerin, öğretmen adaylarının rehberli-araştırma sorgulama deneylerinde karşılaştıkları zorlukların sayısını bazı önlemler alarak nasıl azaltabileceği de tartışılmıştır

References

  • Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
  • Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: evidence from Qatar. The Journal of Educational Research, 105(2), 134-146.
  • Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
  • Banerjee, A. (2010). Teaching science using guided ınquiry as the central theme: a professional development model for high school science teachers. Science Educator, 19(2), 1-9.
  • Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
  • Bhattacharyya, S., Volk, T., & Lumpe, A. (2009). The influence of an extensive inquiry-based field experience on pre-service elementary student teachers’ science teaching beliefs. Journal of Science Teacher Education, 20(3), 199-218.
  • Blue, J., & Jacob, J. (2009). Student perceptions of an introductory physics course. Proceedings of the 2009 Physics Education Research Conference. (pp. 101-04). AIP Press
  • Brown, S. L., & Melear, C. T. (2006). Investigation of secondary science teachers’ beliefs and practices after authentic inquiry-based experiences. Journal of Research in Science Teaching, 43(9), 938-962.
  • Campbell, T., Zhang, D., & Neilson, D. (2011). Model based inquiry in the high school physics classroom: an exploratory study of implementation and outcomes. Journal of Science Education and Technology, 20(3), 258-269.
  • Capps, D. K., & Crawford, D. A. (2013). Inquiry-based instruction and teaching about nature of science: are they happening? Journal of Science Teacher Education, 24(3), 497-526.
  • Choi, S., & Ramsey, J. (2009).Constructing elementary teachers’ beliefs, attitudes, and practical knowledge through an inquiry-based elementary science course. School Science and Mathematics, 109(6), 313-324.
  • Duran, L. B., McArthur, J., & Van-Hook, S. (2004). Undergraduate students’ perceptions of an inquiry-based physics course. Journal of Science Teacher Education 15(2), 155-171.
  • Duran, E., Ballone-Duran, L., Haney J., & Beltyukova, S. (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.
  • Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (3rd ed.). New York: McGraw-Hill.
  • Forbes, C. T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education, 24(1), 179-197.
  • Hanif, M., Sneddon, P. H., Al-Ahmedi, F. M., & Reid, N. (2009). The perceptions, views and opinions of university students about physics learning during undergraduate laboratory work. European Journal of Physics, 30(1), 85-96.
  • Herron, M. D. (1971). The nature of scientific enquiry. School Review, 79(2), 171-212.
  • Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: neglected aspects of research. Review of Educational Research, 52(2), 201-217.
  • Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: foundations for the twenty-first century. Science Education, 88(1), 28-54.
  • Hubbard, P., & Abell, S. (2005). Setting sail or missing the boat: comparing the beliefs of preservice elementary teachers with and without an inquiry-based physics course. Journal of Science Teacher Education, 16, 5-25.
  • Hutchins, K., L., & Friedrichsen, P. J. (2012). Science faculty belief systems in a professional development program: inquiry in college laboratories. Journal of Science Teacher Education, 23(8), 867-887.
  • Kim, M., & Tan, A. -L. (2011). Rethinking difficulties of teaching inquiry‐based practical work: stories from elementary pre‐service teachers, International Journal of Science Education, 33(4), 465-486
  • Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607-636.
  • Liang, L. L., & Richardson, G. M. (2009). Enhancing prospective teachers’ science teaching efficacy beliefs through scaffolded, student-directed inquiry. Journal of Elementary Science Education, 21(1), 51-66.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications
  • Magee, P. A., & Flessner, R. (2012). Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses. Science Education International, 23(4), 353-365.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. (2nd ed.) California: Sage Publications.
  • Ministry of National Education [MoNE] (2006). Elementary School Science and Technology Curriculum.
  • Ministry of National Education [MoNE] (2013). Primary and Elementary Schools Science Curriculum.
  • National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academic Press.
  • National Research Council [NRC]. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
  • Nivalainen, V., Asikainen, M. A., & Hirvonen, P. E. (2013). Open guided inquiry laboratory in physics teacher education. Journal of Science Teacher Education, 24(3), 449-474.
  • Nowicki, B. L., Sullivan-Watts, B., Shim, M. K., Young, B., Pockalny, R. (2013). Factors influencing science content accuracy in elementary inquiry science lessons. Research in Science Education, 43(3), 1135-1154.
  • Pilitsis, V., & Duncan, R. G. (2012). Changes in belief orientations of preservice teachers and their relation to inquiry activities. Journal of Science Teacher Education, 23(8), 909-936.
  • Rushton, G. T., Lotter, C., & Singer, J. (2011). Chemistry teachers’ emerging expertise in inquiry teaching: the effect of a professional development model on beliefs and practice. Journal of Science Teacher Education, 22(1), 23-52
  • Sadaghinai, H. R. (2008). Physics by inquiry: addressing student learning and attitude. Proceedings of the 2008 Physics Education Research Conference. (pp. 191-94). AIP Press
  • Silverman, D., & Marvasti, A. (2008). Doing qualitative research: A comprehensive guide. Los Angeles, CA: Sage Publications.
  • Steinberg, R., Wyner, Y., Borman, G., & Salame, I. I. (2015). Targeted courses in inquiry science for future elementary school teachers. Journal of College Science Teaching, 44(6), 51-56.
  • Tatar, N. (2012). Inquiry-based science laboratories: an analysis of preservice teachers’ beliefs about learning science through inquiry and their performances. Journal of Baltic Science Education, 11(3), 248-266.
  • Tsai, C., - C. (2003). Taiwanese science students' and teachers' perceptions of the laboratory learning environments: exploring epistemological gaps. International Journal of Science Education, 25(7), 847-860.
  • Tsai, C., -C. (2004). Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
  • Yoon, H. - G., Joung, Y. J., & Kim, M. (2012). The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: difficulties on and under the scene. Research in Science Education, 42(3), 589-608.
  • Wee, B., Shepardson, D., Fast, J., & Harbor, J. (2007). Teaching and learning about inquiry: insights and challenges in professional development. Journal of Science Teacher Education, 18(1), 63-89.
  • Wenning, C. J. (2005). Levels of inquiry: hierarchies of pedagogical practices and inquiry processes. J. Phys. Tchr. Educ. Online 2(3), 3-12.
There are 44 citations in total.

Details

Journal Section Makaleler
Authors

Serkan Kapucu

Publication Date July 25, 2016
Published in Issue Year 2016 Issue: 10

Cite

APA Kapucu, S. (2016). Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties. Journal of Education and Future(10), 71-93.
AMA Kapucu S. Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties. JEF. August 2016;(10):71-93.
Chicago Kapucu, Serkan. “Guided Inquiry-Based Electricity Experiments: Pre-Service Elementary Science Teachers’ Difficulties”. Journal of Education and Future, no. 10 (August 2016): 71-93.
EndNote Kapucu S (August 1, 2016) Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties. Journal of Education and Future 10 71–93.
IEEE S. Kapucu, “Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties”, JEF, no. 10, pp. 71–93, August 2016.
ISNAD Kapucu, Serkan. “Guided Inquiry-Based Electricity Experiments: Pre-Service Elementary Science Teachers’ Difficulties”. Journal of Education and Future 10 (August 2016), 71-93.
JAMA Kapucu S. Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties. JEF. 2016;:71–93.
MLA Kapucu, Serkan. “Guided Inquiry-Based Electricity Experiments: Pre-Service Elementary Science Teachers’ Difficulties”. Journal of Education and Future, no. 10, 2016, pp. 71-93.
Vancouver Kapucu S. Guided Inquiry-Based Electricity Experiments: Pre-service Elementary Science Teachers’ Difficulties. JEF. 2016(10):71-93.
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