Pre‑Service Science Teachers'ʹ Pedagogical Orientations of Science Inquiry Continuum

Yıl 2015, Cilt: 6 Sayı: 11, 1 - 36, 01.06.2015

Eylem Yıldız Feyzioğlu

Öz

The purpose of this study is to determine the pedagogical orientation of a group of Turkish pre-­‐‑
service teachers towards inquiry. The participants in the study were 587 pre-­‐‑service science teachers
enrolled in five state universities in Turkey. The researcher developed a Pedagogy of Science Inquiry
Continuum Test (PoSICT). The PoSICT consists of six items designated as the six inquiry
characteristics of problem/question, procedures/design, results analysis, conclusions, alternative
conclusions, results communication. Each item of the test requires choosing one out of four choices
that correspond to changing levels of inquiry, starting from confirmation inquiry and ending with
open inquiry. The results of the research showed that the pre-­‐‑service teachers’ orientations were at the
structured inquiry level. Even though this orientation of the pre-­‐‑service teachers did not correspond to
a lower level of inquiry such as the confirmation level, the study found that the characteristics that
would require the student to think independently were given to the student by the teacher. The
reasons the pre-­‐‑service teachers gave for choosing their inquiry levels were students'ʹ prior knowledge,
the student'ʹs role and the teacher'ʹs role. These results indicate that when it is considered that the pre-­‐‑
service teachers were more oriented in a teacher-­‐‑centered pedagogy; changes must be made in their
inquiry experience.

Anahtar Kelimeler

science inquiry, inquiry teaching, levels of inquiry, pre service science teacher.

Kaynakça

• American Association for the Advancement of Science. (1990). The liberal art of science: agenda for action: Washington, DC. Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 807-­‐‑830). London: Routledge. Arslan, A. (2014). Transition between open and guided inquiry instruction. Procedia -­‐‑ Social and Behavioral Sciences, 141, 407-­‐‑412. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: assessing the inquiry level of classroom activities. The Science Teacher, 72(7). 30-­‐‑33. Biggers, M. & Forbes, C. T. (2012). Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers’ ideas about the inquiry continuum. International Journal of Science Education, 34(14), 2205-­‐‑2229. Bodzin, A. M. & Beerer, K. M. (2003). Promoting inquiry based science instruction: The validation of the Science Teacher Inquiry Rubric (STIR). Journal of Elementary Science Education, 15 (2), 39-­‐‑49. Buck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of inquiry in the undergraduate laboratory. Journal of College Science Teaching, 38(1), 52-­‐‑58. Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937-­‐‑1959. Chabalengula, V. M. & Mumba, F. (2012). Inquiry-­‐‑based science education: A scenario on zambia'ʹs high school science curriculum. Science Education International, 23(4), 307-­‐‑327. Cheung, D. (2007). Facilitating chemistry teachers to implement inquiry-­‐‑based laboratory work. International Journal of Science and Mathematics Education, 6(1), 107-­‐‑130. Cheung, D. (2011). Teacher beliefs about implementing guided-­‐‑inquiry laboratory experiments for secondary school chemistry. Journal of Chemical Education, 88, 1462-­‐‑ 1468. Chinn, C. A. & Hmelo-­‐‑Silver, C. E. (2002). Authentic inquiry: introduction to the special section. Science Education, 86, 171-­‐‑174. Cobern, W. W., Schuster, D., Adams, B., Skjold, B. A., Mugaloglu, E. Z., Bentz, A., & Sparks, K. (2014). Pedagogy of science teaching test: Formative assessments of science teaching orientations. International Journal of Science Education, 36 (13), 2265-­‐‑2288. Cohen, L., Manion, L., & Morrison K. (2000). Research methods in education (5th Edition). London: Routledge Falmer. Colburn, A. (2000). An Inquiry Primer. Science Scope, 23(6), 42-­‐‑44. Dickson, M. & Kadbey, H. (2014). 'ʹThat'ʹs not the way I was taught science at school!'ʹ How pre-­‐‑service primary teachers in Abu Dhabi, United Arab Emirates are affected by their own schooling experiences. Science Education International, 24(3), 332-­‐‑350. Flick, L. B. & Lederman, N. G. (2006). Introduction. In L.B. Flick & N.G. Lederman (Eds.), Scientific inquiry and nature of science (pp. ix-­‐‑xviii). Dordrecht: Springer. Gijlers, H. & De Jong, T. (2005). The relation between prior knowledge and students’ collaborative discovery learning processes. Journal of Research in Science Teaching, 42, 264-­‐‑282. Graves, C. & Rutherford, S. (2012). Writing a scientific research (“testable”) question: the first step in using online data sets for guided inquiry assignments. Journal of College Science Teaching, 41(4), 46-­‐‑51. Haug, B. & Ødegaard, M. (2014). From words to concepts: Focusing on word knowledge when teaching for conceptual understanding within an inquiry-­‐‑based science setting. Research in Science Education, 44(5), 777-­‐‑800. Herron, M. D. 1971. The nature of scientific inquiry. School Review, 79(2), 171-­‐‑212. 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. Kang, N.-­‐‑H., Orgill, M., & Crippen, K. J. (2008). Understanding teachers’ conceptions of classroom inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education, 19(4), 337-­‐‑354. Lakin, J. & Wallace, C. S. (2015). Assessing teachers'ʹ use of inquiry methods in the middle school science classroom. Journal of Science Teacher Education, 26(2), 139-­‐‑162. Leonard, J., Barnes-­‐‑Johnson, J., Dantley, S. J., & Kimber, C. T. (2011). Teaching science inquiry in urban contexts: The role of elementary preservice teachers’ beliefs. The Urban Review, 43(1), 124-­‐‑150. Marshall, J. C. & Horton, R. M. (2009). Developing, assessing, and sustaining inquiry-­‐‑based instruction: A guide for math and science teachers and leaders. Germany: VDM Verlag. Marshall, J. C., Horton, R., Igo, B. L., & Switzer, D. M. (2009). K–12 science and mathematics teachers’ beliefs about and use of inquiry in the classroom. International Journal of Science and Mathematics Education, 7, 575-­‐‑596. Marshall, J., Horton, R. & White, C. (2009). EQUIPping teachers: A protocol to guide and improve inquiry-­‐‑based instruction. The Science Teacher, 76 (4), 46-­‐‑53. McLaughlin, C. A. & MacFadden, B. J. (2014). At the elbows of scientists: shaping science teachers’ conceptions and enactment of inquiry-­‐‑based instruction. Research in Science Education, 44,927-­‐‑947. Melville, W., Fazio, X. & Bartley, A. (2012). Scaffolding the inquiry continuum and the constitution of identity. International Journal of Science and Mathematics Education, 11: 1255-­‐‑1273. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-­‐‑based science instruction-­‐‑what is it and does it matter? Results from a research synthesis years 1984-­‐‑2002. Journal of Research in Science Teaching, 47(4), 474-­‐‑496. Morrison, J. A. (2013). Exploring exemplary elementary teachers’ conceptions and implementation of inquiry science. Journal of Science Teacher Education, 24, 573-­‐‑588. Mugaloglu, E. Z. & Sarıbaş, D. (2010). Pre-­‐‑service science teachers’ competence to design an inquiry based lab lesson. Procedia -­‐‑ Social and Behavioral Sciences, 2(2), 4255-­‐‑4259. Mumba, F., Banda, A., Chabalengula, V. M., & Dolenc, N. (2015). Chemistry teachers’ perceived benefits and challenges of inquiry-­‐‑based instruction in inclusive chemistry classrooms. Science Education International, 26(2), 180-­‐‑194. Mumba, F., Mejia, W. F., Chabalengula, V. M., & Mbewe, S. (2010). Resident scientists’ instructional practice and their perceived benefits and difficulties of inquiry in schools. Journal of Baltic Science Education, 9(3), 187-­‐‑195. National Research Council. (1996). National Science Education Standards. National Academy Press. Washington D.C. National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press. Ramnarain, U. & Schuster, D. (2014). The pedagogical orientations of South African physical sciences teachers toward inquiry or direct instructional approaches. Research in Science Education, 44, 627-­‐‑650. Rankin, L. (2000). Lessons learned: Addressing common misconceptions about inquiry, in Foundations, Vol. 2, Inquiry Thoughts, Views, and Strategies for the K-­‐‑5 Classroom, Washington, DC: Division of Elementary, Secondary, and Informal Education Directorate for Education and Human Resources, National Science Foundation. Roehrig, G. H. & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 23, 3-­‐‑24. Sadeh, I. & Zion, M. (2012). Which type of inquiry project do high school biology students prefer: open or guided?. Research in Science Education, 42, 831-­‐‑848. Salter, I. & Atkins, L. (2013). Student-­‐‑generated scientific inquiry for elementary education undergraduates: course development, outcomes and implications. Journal of Science Teacher Education, 24, 157-­‐‑177. Saunders-­‐‑Stewart, K. S., Gyles, P. D. T., Shore, B. M., & Bracewell, R. J. (2015). Student outcomes in inquiry: students’ perspectives. Learning Environment Research, 18, 289-­‐‑311. Sawada, D., Piburn, M., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. School Science and Mathematics, 102(6), 245-­‐‑253. Schwab, J. (1962). The teaching of science as enquiry. In J.J. Schwab and P.F. Brandwein (Eds.), The teaching of science (pp. 1-­‐‑103). Cambridge, MA: Harvard University. Schwartz, R. S., Lederman, N. G., Khishfe, R., Lederman, J. S., Matthew, L., Liu, S. (2002). Explicit/reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. Proceeding of the International Conference of the Association for the Education of Teachers in Science: Charlotte, NC. Shulman, L. S. & Tamir, P. (1973). Research on teaching in the natural sciences. In R.M.V. Travers (Ed.), Second handbook of research on teaching. Chicago: Rand McNally. Smolleck, L., Zembal-­‐‑Saul, C., & Yoder, E. (2006). The development and validation of an instrument to measure preservice teachers’ self-­‐‑efficacy in regard to the teaching of science as inquiry. Journal of Science Teacher Education, 17(2), 137-­‐‑163. Staer, H., Goodrum, D., & Hackling, M. (1998). High school laboratory work in Western Australia: openness to inquiry. Research in Science Education, 28(2), 219-­‐‑ 228. Tatar, N. (2012). Inquiry-­‐‑based science laboratories: an analysis of pre-­‐‑service 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. Turkish Ministry of National Education. (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara, Turkey. Wilcox, J. & Kruse, J. (2012). Springing into Inquiry: Using student ideas to investigate seasons. Science Scope, 35(6), 26-­‐‑31. Windschitl, M. (2004). Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41, 481-­‐‑512. Yıldız-­‐‑Feyzioğlu, E. ve Tatar, N. (2012). Fen ve teknoloji ders kitaplarındaki etkinliklerin bilimsel süreç becerilerine ve yapısal özelliklerine göre incelenmesi. Eğitim ve Bilim Dergisi, 37(164), 108-­‐‑125. 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.