Perceptions on Inquiry-based pedagogy in developing Learning

Teachers and student-teachers used inquiry-based pedagogies in their academic session but they appreciated the value of inquiry in learning. What does this mean? Some cluster of

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ideas from the emerging themes of teacher-educators’ and student-teachers’ views of inquiry-based pedagogy were used to guide the analysis of data.

Interview data provided an insight to questionnaire data and showed that almost all teacher-educators and student-teachers held positive attitudes to inquiry and inquiry-based pedagogy regarding student-teachers’ learning in science. Interview data indicated that all teachers agreed that inquiry is helpful in improving learning and develops learning in science. For example, the majority of teacher-educators responded that student-teachers’ learning is the result of their active involvement in the process where they themselves learn and understand the concept. Therefore, teacher-educators believe that inquiry-based lessons include all those activities that make student-teachers active learners and thus inquiry is helpful in improving learning as reported below:

I think student-teachers learn when they are given an insight to look at things themselves. They learn best when they get something to examine, observe it and think. I believe that inquiry-based pedagogy include the entire element that make student-teachers observer, thinker and examiner of science phenomena. Thus, inquiry-based pedagogies help in learning science. (T4)

Correspondingly, student-teachers’ responses on the focus groups were examined for their reflections on how they learn science. The majority of student-teachers in focus groups discussed similar views to teacher-educators about inquiry-based methods help in developing learning as reported:

I learn best when the concept is clear to me, I explore through various sources until I find the solution. When I get stuck at a question I struggle to seek answer. I understand concept in inquiry-based sessions and learn it with an interest. (G1-S4) Although some teacher-educators responded that student-teachers were initially frustrated with learning science through inquiry, and did not feel prepared to handle independently science projects assigned to them though they were able to pass through the challenge. While reflecting on their experiences, they realized the importance of inquiry-based pedagogy for learning and teaching science. Teacher-educators’ reflections indicated that this transition in thought was facilitated through the positive outcome in their inquiry- based activities, from peer discussions necessitated by lack of teacher-educators’ interaction and through their reflection on the benefits of inquiry-based learning as reported below:

I think student-teachers initially realised inquiry as a challenging method but they started understanding inquiry-based strategies gradually. I feel that student- teachers enjoy when they interacted with teachers in inquiry-based sessions though interactions happen little. Inquiry-based strategies engage student-teachers

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in learning science, they have fun, share with others and develop confidence and their interest to learn science increased. (T11)

Likewise, most student-teachers reported that inquiry-based activities help student-teachers in improving their learning as reported :

I think when we deeply understand the concepts using inquiry-based activities. I learn best science through observation and practical experiments in science that makes me active. We learn science most effectively by doing using inquiry-based activities quite. (G2-S2)

Moreover, most teacher-educators’ responded that they understood that instructional strategies using inquiry would be more readily accepted by their student-teachers as these strategies would allow student-teachers to take ownership in their learning and develop their interest in science. Therefore, the majority of teacher-educators indicated their intent to use inquiry-based teaching strategies to teach science rather than teaching from the text as the latter strategy leads to student-teachers being bored and uninterested while the former strategy results in student-teachers’ involvement and interest.

Furthermore, the majority of teacher-educators were of the view that inquiry-based teaching involves student-teachers in learning science by raising their curiosity. Inquiry, therefore, helps student-teachers achieve understanding in science though they use inquiry- based instructional strategies very little. They appreciate all benefits when inquiry is practiced in science courses as T4 further responded:

Inquiry-based methods raise curiosities that help student-teachers learn deeper. (T4)

It is notable from teacher-educators’ responses that inquiry includes those activities through which student-teachers are actively involved in learning. Also, teacher-educators reflected that inquiry-based pedagogy is one of those methods that make themselves the best learner. In addition, some teachers believe that inquiry makes learning attractive using colours and visuals. Moreover, some teacher-educators were of the opinion that almost all student-teachers learn using visuals. When they watch things being demonstrated to them, they understand profoundly as reported:

I think student-teachers learn best when they see things visually. Visual-aids are best source of learning. Also they learn deeply when they reflect, share their ideas in solving a problem. Inquiry- methods use hands-on activities with help of visual aids that support student-teachers’ learning in science. (T9)

Some teacher-educators mentioned that colours and visuals are things that attract pupils, and are fun when learning. Student-teachers learn best using visual-aid so inquiry involves these methods as reported:

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I use audio and visual aids in my class in my daily lessons. I think science student-teachers learn authentically using visuals. They remember colours and they take interests in learning. I demonstrate diagrams using projectors. I also ask student-teacher to draw diagrams so they are involved through these activities. (T13)

Thus, the above responses indicate teacher-educators’ understanding of the importance of getting student-teachers interested in science through inquiry-based pedagogy. Teacher- educators’ reflections about the importance of learning science through inquiry into a natural environment where their minds can freely observe, explore and develop explanations for natural phenomena (e.g. the woods) as articulated below:

When student-teachers watch how science happens and take part in scientific investigation then they understand deeply. They explore freely in the field through inquiry-based pedagogy. (T13)

A similar view arose from the focus groups that most student-teachers reported that inquiry-based learning involves student-teachers in learning process in class. Student- teachers felt that inquiry was beneficial because it makes them investigate and experiment as reported:

I think I learn best when I explore science myself. Inquiry-based methods are ways to explore science through investigating and experimenting. So it is always interesting when I do experiments especially field work such as zoo trips. (G1-S2) Moreover, the majority of teacher-educators strongly appreciated the role of inquiry in student-teachers’ learning as reported:

As our teacher education program aimed at training student-teachers as future science educators, I believe when student-teachers learn using inquiry-based pedagogy then they themselves got idea how to teach science effectively. (T9)

Thus, the above response indicated that the inquiry-based approach to teaching is an active and creative way. Additionally, the majority of teacher-educators reported that inquiry is the method of teaching that helps student-teachers develop their abilities and improve their skills so that student-teachers could exhibit positive attitudes toward science as said:

My student-teachers will get the opportunity to show what they have {prior knowledge} and most likely able to take ownership of their own learning experiences. (T10)

Thus, most teacher-educators and student-teachers were strongly positive that inquiry- based activities were important in exposing student-teachers’ learning in the sense that weaknesses in understanding were more apparent. Specifically, student-teachers were engaged by scientifically-oriented questions, learned to give priority to evidence which they used to develop explanation of the science phenomenon they were observing, and

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were required to report their findings in terms of what they had learned.

Similarly, student-teachers credited the preparation of inquiry-based lesson plans they were required to prepare with inculcating a comfort and desire in them learning science thro ugh inquiry. They reported that inquiry-based lesson brought them the realization of how much science can be interesting in using inquiry-based pedagogy. However, they were used to rote the information as said:

In inquiry-based sessions, I realize that how much more interesting and fun in science can be if inquiry-based instructional strategies are used rather than lecturing and memorising of text for examination. (G2-S3)

Likewise, another student reported:

Using inquiry, we learn with an encouragement that we are facilitated and get a chance to explore rather than pushes toward rote learning. ( G2-S1)

Thus, the majority of teacher-educators and student-teachers concurrently had positive attitudes towards inquiry-based pedagogy in that it helps improving learning in science. Likewise, student-teachers started understanding the benefits of using inquiry-based pedagogy in their learning of science as articulated:

I believe that inquiry is very beneficial in science. So we do not learn not only what text means rather, we enhance our understanding. (G1-S4)

In sum, teachers and student-teachers’ responses showed a great consistency on their understanding about the process of inquiry, the abilities necessary to do inquiry, the fundamental concepts about inquiry.

7.2.3 Perceptions on the Contribution of Science Method Course in developing