Investigation of Science Teachers’ Understanding of Flexible Inquiry

Abstract

Effective implementation of inquiry-based curriculums requires identifying and developing science teachers’ understanding of flexible inquiry. The current study aims to investigate science teachers’ understanding of flexible inquiry. To this end, the study employed the case study design, one of the qualitative research methods. The study group consists of eight science teachers conducting activities to foster flexible inquiry-based teaching. The data were collected from the teachers by using the explicitation interview method. The collected data were analyzed by using the descriptive analysis technique. According to the analysis results, teachers’ understandings of flexible inquiry were classified into three categories: those who possess a flexible inquiry understanding, those who are close to this understanding, and those who are distant from it. By presenting these understandings on a spectrum, the categorization aims to promote a more flexible and comprehensive perspective on the concept. The factors considered in forming these categories were evaluated, by the end of the study, as the key criteria of flexible inquiry understanding. As a result of the study, a descriptive definition of flexible inquiry understanding in the context of science education was developed. Furthermore, the study emphasizes that the effective implementation of inquiry based teaching programs requires identifying and supporting teachers’ understandings of flexible inquiry.

Keywords

• Science teachers
• inquiry based learning
• flexible inquiry based science teaching
• flexible inquiry understanding

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