As found in Chapter 6 and 7, the teacher-educators’ reflections indicated that they also understood the value of teaching science through inquiry. An important finding of this study indicates that teachers and student-teachers appreciate the value of inquiry in their teaching of science and show positive views of inquiry-based pedagogy. They understood inquiry-based methods and defined them in their own way even though teachers use a little in their own teaching. Their understanding of the value of the inquiry-based pedagogy was indicated by the connections made to the use of inquiry-based approaches to investigate what inquiry-based learning is about. Teacher-educators’ and student-teachers’ understanding of inquiry and inquiry-based pedagogy in science is consistent with the findings in the prior literature indicating that inquiry teaching must not be considered independently of inquiry-based pedagogy and inquiry learning, as they are all interrelated (AAAS, 1994; Abell et al., 2001; Anderson, 2002; Blumenfeld, et al., 1994; Krajcik, et al., 1994; National Science Teacher Association (NSTA), 1998; Newman et al., 2004).
Thus, teacher-educators’ understanding of science as inquiry and learning as inquiry are fundamental to their understanding of inquiry-based pedagogy. In short, the results of this study showed that teacher-educators expressed a fundamental understanding about inquiry in ITE, how to teach science through inquiry and the value of inquiry-based science pedagogy to learning science, consistent with the NRC (2000).
This study found that teacher-educators and student-teachers responded that inquiry-based learning can help student-teachers to retain knowledge better than if they were simply taught using a textbook. This finding is consistent with the literature in that inquiry-based teaching strategies’ emphasis on inquiry methods for the development of concepts in
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science can lead to higher levels of student-teachers’ achievement in science (Krajcik, et al., 1994; National Science Teacher Association, 1998; Newman et al., 2004). However, this research also pointed out that, unless student-teachers have the opportunity to receive guidance as they investigate science, they will not develop the necessary abilities to perform inquiry. Also, the teacher-educators in this study used an inquiry related approach spanning from guided inquiry where the teacher-educators give step by step directions to student-teachers on how to conduct an inquiry, while student-teachers struggle through on their own to conduct an investigation triggered by questioning (Volkmann et. al., 2005). In addition, this study found that the majority of teacher-educators and student-teachers reported their perceptions about inquiry-based learning as carried out by some teachers have not developed practically; hence, there are different judgements made by teachers that it may the case that inquiry-based learning has its value theoretically but not practically. During the interviews, the majority of teachers and student-teachers said that inquiry is one of the best methods used in ITE but ‘not the only one best teaching method in ITE’ or necessarily the most workable method in ITE in the present circumstances. Such differences were shown by the fact that even though the majority of teachers understood the advantages of inquiry-based learning, they themselves seldom used it in their classrooms. Thus, teachers still showed hesitation in actually adopting an inquiry approach in their lessons consistent with many findings (Anderson, 1998; Kuhn, 2010; Khan, 2012; Abell et al., 2001; Krajcik, et al., 1994; Newman et al., 2004).
Moreover, teachers responded in their interviews that they themselves struggle to adopt inquiry-based approaches but that they had started developing an understanding of inquiry. Also, it depends on individual teachers as to whether they take the effort and time in preparing inquiry-based activities with low resources. If they do, they will spend more time. For example, in a study conducted into teacher-educators’ struggles to implement inquiry-based projects, Hayes (2002) exp lained that teacher-educators struggled to implement inquiry; however, after coming through their struggles, teacher-educators came to define and truly understand the nature of inquiry-based pedagogy.
Teachers and student-teachers alike reflected that student-teachers like to learn using inquiry-based teaching. On the whole, this is supported by the majority of findings from the questionnaires. This is consistent with many prior studies (e.g. Anderson et al., 2004; Abell et al., 2001; Anderson, 2002; Blumenfeld, et al., 1994; Krajcik, et al., 1994; National Science Teacher Association, 1998; Newman et al., 2004). Likewise, in this study, the participants reported that they would benefit considerably from using an inquiry-based
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pedagogy. Thus, teachers and student-teachers demonstrated positive perceptions of the inquiry-based pedagogies used in ITE in Pakistani universities. They have also shown a strong agreement that inquiry-based pedagogies help student-teachers to use science in their daily lives, and to develop their skills through understanding the concepts of science. It seems that teachers and student-teachers believe that these factors helped in improving student-teachers’ understanding, achievements and performance in the classroom.
Teachers and student-teachers’ were of the opinion when they carry on through their initial feelings of frustration of inquiry-based activities, they can develop better insight into the scientific concepts and maintenance of learning than from a traditional lecture in ITE in Pakistani class. This insight into the value of inquiry-based learning is the key motivator in their intent to use inquiry-based approaches for learning science. Thus, the results of this study suggested that frustration and struggle with the inquiry-based pedagogical experiences for student-teachers particularly can be a very effective means of learning about science in class. Thus, the student-teachers who are struggling with inquiry show more learning than those who do not attempt to resolve the ir frustration.
This study has found that inquiry-based approaches help student-teachers developing deep learners. Moreover, the teachers and student-teachers also reported that inquiry develops learning through social interaction, the sharing of ideas with peers and inspires interest in student-teachers to do science. This later understanding is important because it indicates that not only did the teachers understand the value of inquiry-based teaching for theirs student-teachers doing inquiry, but they also understood that student-teachers could take a direct interest in using inquiry. Particularly in ITE in Pakistani universities, student- teachers could be encouraged to understand science phenomena in their real- life situations.
8.2.3 Theme 1.3: Perceptions of the Contribution of Science Method Courses to the