Deficiencies and Needs for the Application of Inquiry-Based Learning in Physics Classes

Year 2023, Volume: 7 Issue: 13, 31 - 45, 21.03.2023

Fatma Nur Büyükbayraktar

https://doi.org/10.31458/iejes.1216011

Cited By: 1

Abstract

This study is a qualitative case study conducted to examine the deficiencies and needs for the implementation of the investigative inquiry program in physics classes. The study was carried out at Science High School (SHS), Anatolian High School (AHS), and Technical Vocational High School within the scope of purposeful sampling determined according to school type. In the study, observations were made in physics classes. Interviews were conducted with the teachers of the observed classes. The obtained data were subjected to descriptive analysis. Observation and interview data were interpreted together. It was observed that the teachers had classroom discussions over the daily life examples and models in the lesson. It can be said that teachers try to create an inquiry-based teaching environment in this way. It can be said that teachers are willing to teach based on inquiry, but they see some situations as obstacles in practice. Some suggestions are presented in the context of the research results. It is thought that the results of this study and the suggestions made will help teachers and administrators plan and set up activities for in-service training.

Keywords

Inquiry-based learning, physics classes, needs for application, deficiencies for application

Supporting Institution

TÜBİTAK

Thanks

This study was conducted as part of the TUBITAK 2218 Domestic Postdoctoral Research Scholarship Program and was based on some of the project's completed data. We would like to express our gratitude to TUBITAK and and project consultants Prof. Dr. Orhan KARAMUSTAFAOĞLU and Prof. Dr. Telhat ÖZDOĞAN for their support of this research.

References

• Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
• Aslan-Efe, H. & Özmen, S. (2018). Ortaokul öğrencilerinin fen öğrenme becerilerinin incelenmesi [Examining secondary school students’ competencies for learning science] Journal of Computer and Education Research, 6(11), 88-105. https://doi.org/10.18009/jcer.376953
• Aybek, B., Yalçın, O., & Öztürk, H. İ. (2019). 10. sınıf fizik dersinde konu temelli eleştirel düşünme öğretiminin öğrencilerin eleştirel düşünme tutumuna ve fizik başarısına etkisi [The effect of the subject based critical thinking applied through 10th grade physics course on the attitude of critical thinking and physics achievement]. Scientific Educational Studies, 3(1), 29-55.
• Ayvacı, H. Ş. & Bebek, G. (2018). Fizik öğretimi sürecinde yaşanan sorunların değerlendirilmesine yönelik bir çalışma [A study on evaluation of the problems faced with teaching physics]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 26(1), 125-134.
• Bayrak, C., Bezen, S., & Aykutlu, I. (2015). 11. sınıf fizik öğretim programında yer alan konuların öğretiminde karşılaşılan sorunlara ve yeni öğretim programına yönelik öğretmen görüşleri [Teacher opinions on the latest curriculum and the problems experienced in teaching grade 11 physics curriculum topics]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [H. U. Journal of Education], 30(3), 16-30.
• Bezen, S., Aykutlu, I., & Bayrak, C. (2020). Türkiye’de 2013 ve 2018 yılı ortaöğretim fizik dersi öğretim programlarının temel öğeler açısından karşılaştırılması [A comparison of 2013 and 2018 teaching programs of secondary school physics in turkey in terms of fundamental features]. Başkent University Journal of Education, 7(1), 92-101.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Publishing.
• Capps, D. K., & Crawford, B. A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening?. Journal of Science Teacher Education, 24(3), 497-526.
• Chen, Y. C., Pan, Y. T., Hong, Z. R., Weng, X. F., & Lin, H. S. (2020). Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education, 38(2), 185-207.
• Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
• Çardak, M. (2019). Orta öğretim fizik öğretmenlerinin eğitim felsefeleri ile uygulamaları arasındaki ilişkinin incelenmesi [Examination of relationship between physics teachers'teaching philosophies and their teaching practices]. (Master’s thesis, Marmara University, İstanbul, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• De Jong, T. & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201.
• Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53-78.
• Ergin, S., & Sarı, M. (2013). Fizik öğretmenlerinin öğrencilerin öğrenme stillerine uygun öğretim yapma düzeylerini belirleme üzerine bir çalışma [A study on determining physics teachers' levels of teaching appropriate to students' learning styles]. Fen Bilimleri Öğretimi Dergisi, 1(2), 81-96.
• Ernst, D. C., Hodge, A., & Yoshinobu, S. (2017). What is inquiry-based learning. Notices of the AMS, 64(6), 570-574.
• Ersoy, F. N., & Dilber, R. (2015). Teknik meslek lisesi öğrencilerinin ve öğretmenlerinin aktif öğrenme tekniğiyle oluşturulan öğrenme ortamına ilişkin görüşleri [The opinions of technical and vocational high school students and teachers about learning environment which are formed by active learning method]. Milli Eğitim Dergisi, 45(212), 45-59.
• Ersoy, F. N. B., Karamustafaoğlu, O., & Özdoğan, T. (2018). Araştırmacı-sorgulayıcı fizik öğretim programının uygulanmasında öğretmenlerin karşılaştığı sorunlar [Problems encountered by the teachers in the application of inquiry based physics curricula]. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 15(1), 1-20.
• Friesen, S., & Scott, D. (2013). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education, 32.
• İnaç, H., & Tuksal, H. R. (2019). Ortaöğretim kurumları fizik eğitiminde öğrenme güçlüklerinin belirlenmesi [Determination of learning difficulties in physics education in secondary education institutions]. Mehmet Akif Ersoy Üniversitesi Uygulamalı Bilimler Dergisi [Journal of Applied Sciences of Mehmet Akif Ersoy University], 3 (1), 102-121. https://doi.org/10.31200/makuubd.500460
• Kahyaoğlu, M. & Saraçoğlu, M. (2018). Ortaokul öğrencilerinin bilimsel sorgulama becerileri algılarının, merak, motivasyon ve tutum açısından incelenmesi [Examination of secondary school students’ scientific inquiry skills perceptions in term of curiosity, motivation and attitude]. Journal of Computer and Education Research, 6 (12), 358-376. https://doi.org/10.18009/jcer.472673
• Karal-Eyüboğlu, I. S. (2011). Fizik öğretmenlerinin pedagojik alan bilgi (PAB) gelişimi [Development of physics teachers' pedagogical content knowledge (PCK)]. Doktora Tezi, Karadeniz Teknik Üniversitesi, Trabzon [Doctoral dissertation, Karadeniz Technical University, Trabzon, Turkey]. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Khalaf, B. K., & Mohammed Zin, Z. B. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction, 11(4), 545-564.
• Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines. London: Palgrave Pivot, 10, 978-1.
• Kock, Z. J., Taconis, R., Bolhuis, S., & Gravemeijer, K. (2015). Creating a culture of inquiry in the classroom while fostering an understanding of theoretical concepts in direct current electric circuits: A balanced approach. International Journal of Science and Mathematics Education, 13, 45-69.
• Lin, H., Z. Hong, & Y. Chen, 2013. Exploring the development of college students’ situational interest in learning science. International Journal of Science Education, 35(13), 2152–2173. https://doi.org/10.1080/09500693.2013.818261
• McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. Pearson/Allyn and Bacon.
• 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 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
• Ministry of National Education [MONE]. (2013). Ortaöğretim fizik dersi öğretim programı [Teaching programs of secondary school physics], Talim ve Terbiye Kurulu Başkanlığı [Board of Education], Ankara.
• Ministry of National Education [MONE]. (2018). Ortaöğretim fizik dersi öğretim programı [Teaching programs of secondary school physics], Ankara: Talim ve Terbiye Kurulu Başkanlığı [Board of Education],
• National Research Council [NRC]. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
• Organisation for Economic Co-Operation Development [OECD]. (2017). PISA 2015 assessment and analytical framework: science, reading, mathematic, financial literacy and collaborative problem solving. Paris, France: OECD.
• Oğuz, B. (2005). Fizik öğretiminde karşılaşılan öğretmen kaynaklı problemlerin araştırılması (Van ili örneği) [Research of problems caused by teachers at physics education (Case of Van)]. (Master’s thesis, Yüzüncü Yıl University, Van, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Palmer, D., Dixon, J., & Archer, J. (2017). Using situational interest to enhance individual interest and science-related behaviours. Research in Science Education, 47(4), 731-753.
• Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
• Rubin, A. (1996). Educational technology: Support for inquiry-based learning. Technology Infusion and School Change: Perspectives and Practices, 34-71.
• Schlatter, E., Molenaar, I., & Lazonder, A. W. (2020). Individual differences in children’s development of scientific reasoning through inquiry-based instruction: Who needs additional guidance?. Frontiers in Psychology, 11, 904.