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Partnership for change towards science inquiry in elementary science classrooms: Collective responsibility of teachers and students
Citation
Tan, A. L., Talaue, F., & Lim, S. S. L. (2024). Partnership for change towards science inquiry in elementary science classrooms: Collective responsibility of teachers and students (Report No. OER 20/10 TAL). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27423
Abstract
This report details the three keys aspects of the project ─ (a) the ideas and motivation of teachers to carry out inquiry, (b) students ideas about science learning in school, and (c) factors that could enhance science teacher professional development to carry out inquiry. In elementary science classrooms, we showed that: (1) while teachers express moderate to strong intention to teach science through inquiry they are constrained by numerous components in their classroom context, including goals of instruction, curriculum integration, learning environment, lesson strategies, student disposition and teacher disposition; (2) students value hands-on and collaborative experiences for learning science, suggesting a pedagogy characterized by clear learning goals and valuing a sense of community among learners; and (3) further training should focus on how to, more than why, teach through inquiry, adopting a paradigm that is responsive to different contexts.
Date Issued
2024
Publisher
Office of Education Research, National Institute of Education, Singapore
Series
OER Final Report
Description
Note: Restricted to NIE staff.
Project
OER 20/10 TAL
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore