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
