Reflection on Views of Science Teachers on Inquiry-Based Teaching Method in Secondary Classes

 

Reflection on Views of Science Teachers on Inquiry-Based Teaching Method in Secondary Classes

Imagine a classroom where asking questions leads to deeper learning, this is what inquiry-based teaching is all about, helping students think and understand better (Kawalkar, Jyotsna & Vijapurkar, 2013). During my recent research with several secondary school science teachers at the University of Education, I explored their views on the inquiry-based teaching method by interviewing them. The science teachers shared their experiences, highlighting the benefits and challenges, their philosophy about the method, and their assessment of implementing this approach in their classrooms.

Initially, I was very happy to hear how inquiry-based teaching was received in secondary education. It was a joyous moment for me when I heard that students were enjoying while participating in the classroom. As the discussion moved forward, I felt so sad for the teachers’ concern about the difficulties they faced, particularly regarding time constraints and varying student engagement levels. Then I came to realize that teaching is a tough profession.

On one side the positive aspects of the teachers' views were clear. They appreciated how inquiry-based teaching fostered critical thinking, creativity, and a deeper understanding of scientific concepts among students. They noticed that students were more engaged and motivated when they were encouraged to ask questions and explore topics on their own. On the downside, teachers expressed frustration with the amount of time needed to prepare and facilitate inquiry-based lessons. They also mentioned that not all students responded equally well to this method, some struggled without the more structured guidance they were used to. Teachers expressed that students feel very comfortable when they start to think but it takes more time to make them think.

The discussion showed that while inquiry-based teaching has significant potential to enhance learning, it requires substantial preparation and flexibility from teachers. The responses from teachers suggest that this method might need to be implemented in science classes but a teacher should be given the basic facilities so that he or she can deal with the student within the due time. The time constraint issue could be addressed by integrating inquiry-based activities with traditional teaching methods to balance the workload and ensure that all curriculum requirements are met. When it comes to the students' participation, teachers should be taught how to engage students in class.

Every experience is worth a million in the teaching and learning process. This research not only familiarized us with the long process of qualitative research but also aware us with the challenges. First, this research provided the chance to put the theory into practice. Second, I became aware of the systematic process of qualitative research, and third, contextualization, means I have put myself in a real situation that was the best thing for me. On the other hand, approaching the sample, collecting data, and analysis of the data have been difficult for me. Apart from that requesting the sample for data was also tiresome but it was full of learning. I have particularly work in the data analysis section to further polish my skills.

In conclusion, inquiry-based teaching in secondary science classes is highly effective in engaging students and promoting deeper understanding. However, its implementation needs careful planning and adaptation to address the diverse needs of students. Providing additional support and resources for teachers could reduce some of the challenges they face. Inquiry-based teaching method deals with the creation of knowledge with the help of asking questions and probing students about a relevant topic. It is the best method where students actively engage in learning. It not only allows the students to think prudently but also gives them a chance to analyze their understanding.

From the above discussion, I suggest offering training sessions for teachers to develop skills and strategies for effective inquiry-based teaching. It also encourages teachers to collaborate and share best practices to reduce individual preparation time. We need to Identify and provide additional support for students who struggle with the inquiry-based approach. In most rural areas of Pakistan, students are mostly deprived of the basic facilities of learning. We can also combine inquiry-based activities with traditional teaching methods to create a balanced and comprehensive learning experience for the students who live in backward areas.

 

By taking these steps, we can enhance the effectiveness of inquiry-based teaching and ensure that it benefits all students in secondary science classes.

 

References

Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers' questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004-2027. https://doi.org/10.1080/09500693.2011.604684