Implementation of Inquiry-Based Education in Geography Teaching – Findings about Teachers´Attitudes

Year 2020, Volume: 10 Issue: 4, 533 - 548, 31.12.2020

Ivana Tomčíková

https://doi.org/10.33403/rigeo.791713

Abstract

Young people's interest in scientific and technical subjects, including geography, has been declining for a long time. According to the European Commission, the most important reason for the decline in interest is the way these subjects are taught in primary and secondary schools. As a result, numerous projects to support inquiry-based methods have been launched in recent years and significant changes have been made to the national curriculum in many of the European countries. Geography as a school subject, due to its multidisciplinary nature, provides options to make lessons more attractive and increases students´ motivation to learn by using practical research during lessons. This case study presents the results of a questionnaire survey that was conducted among geography teachers in Slovakia. The aim of the study was to measure the attitude of Slovak teachers, students and society towards Inquiry-based Education (IBE). Based on the results, the current position and degree of implementation of IBE in Slovak schools were estimated. It was determined that the implementation of IBE in teaching is not an easy task for teachers. To implement IBE successfully requires compliance with many elements, such as improvements in teacher training, curriculum changes and pupil´s assessment.

Keywords

geography, Inquiry-Based education, primary school, secondary school, teachers, Slovakia

References

• Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103, 1–18.
• Artvinli, E. (2009). Teaching styles of geography teachers. Electronic Journal of Social Sciences, (9), 33, pp. 387-408.
• Artvinli, E. (2010). Configuring of geography lessons: design of a lesson based on action research, Marmara Geographical Review, (21), 184-218.
• Ash, D., Bartels, D., Dow, P., Dyasi, H., M., Harlen, W., Hein, G., E., Bell, B., K., Lee, S., Rankin, L., John, M., & Worth, K. (2003). Inquiry thoughts, views and strategies for the k‐5 classroom. foundations: a monograph for professionals in science, mathematics and technology education, 2, retrieved from http://www.nsf.gov/pubs/2000/nsf99148/htmstart.htm
• Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children, 26-29. Retrieved from http://www.miseagrant.umich.edu/lessons/files/2013/05/The-Many-Levels-of-Inquiry-NSTA-article.pdf
• Bernard, P., Maciejowska, I., Odrowaž, E., Dudek, K., & Geoghegan, R. (2012). Introduction of inquiry based science education into polish science curriculum – general findings of teachers’ attitude, Chemistry-Didactics-Ecology-Metrology, 17(1-2), 49-59.
• Bilgin, I. (2006). The effects of hands‐on activities incorporating a cooperative learning approach on eight grade students` science process skills and toward science. Journal of Baltic Science Education, 5(9), 27‐37.
• Chiappetta, E. (2008). Historical development of teaching science as inquiry. In J. Luft, R. L. Bell, & J. Gess-Newsome (Eds.), Science as inquiry in the secondary setting. Arlington, TX: National Science Teachers Association Press.
• Csachová, S. (2020). Using WebGIS platforms and ınquiry-based activities to teach about world political map and world population. Review of International Geographical Education, (RIGEO), 10 (2), 72-91. http://rigeo.org/rigeo-v10-n2-4/
• Ježková, Z., Lukáč, S., Hančová, M., Šnajder, Ľ, Guniš, J., Balogová, B., & Kireš, M. (2016). Efficacy of inquiry-based learning in mathematics, physics and informatics in relation to the development of students´ inquiry skills, Journal of Baltic Science Education, 15(5), 559-574.
• Jiang, F., & McComas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3), 554–576.
• Karvánková, P., & Popjaková, D. (2018). How to link geography, crosscurricular approach and inquiry in science education at the primary schools, International Journal of Science Education, 40(7), 707-722. https://doi.org/10.1080/09500693.2018.1442598
• Keselman, A. (2003). Supporting inquiry learning by promoting normative understanding of multivariable causality, The Journal of Research in Science Teaching, 40(9), 898- 921. https://doi.org/10.1002/tea.10115
• Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines: Comparative theory and practice in schools. Basingstoke, England: Palgrave Macmillan.
• Kireš, M., Ješková, Z., Ganajová, M., & Kimáková, K. (2016). Inquiry based science education. The National Institute for Education. Bratislava.
• Linn, M. C., Davis, E. A., & Eylon B. S. (2004). The scaffolded knowledge integration framework for instruction, Internet environments for science education, Lawrence Erlbaum Associates: Mahwah, NJ, 47-72.
• Llewellyn, D. (2002). Inquiry within implementing inquiry-based science standards. Corvin Press, INC, A Sage Publications Company.
• Minner, D. D., Levy, A. J., & Century, J. (2009). Inquiry-based science instruction— What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.
• Pedaste M., Mäeots M., Leijen Ä., & Sarapuu S. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds, Technology, Instruction, Cognition and Learning, 9, 81-95. https://www.researchgate.net/publication/285309266
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. http://dx.doi.org/10.1016/j.edurev.2015.02.003
• Shore, B. M., Birlean, C., Walker, C. L., Ritchie, K. C., Labanca, F., & Aulls, M. W. (2009). Inquiry literacy: A proposal for a neologism. Learning Landscapes, 3(1), 139–154.
• The National Institute for Education (2014a). The national educational programme for secondary schools in the Slovak Republic. ISCED 2. Lower secondary education. Bratislava. Retrieved from https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/geografia_nsv_2014.pdf
• The National Institute for Education (2014b). the national educational programme for secondary schools in the Slovak Republic. ISCED 3A. Upper Secondary education. Bratislava. Retrieved from https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/geografia_g_4_5_r.pdf
• Tomčíková, I., & Rakytová, I. (2018). Geography of local landscape in the educational process in primary schools in Slovakia. European Journal of Geography. 9(1). 49-61. http://www.eurogeographyjournal.eu/index.php?func=past_issues
• Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27, 172–223.