The Secondary Science Teachers’ View of Science Inquiry Teaching: Teachers’ Role for Cognitive Development
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Students can promote scientific thinking skills, cognitive development, through argumentation as well procedural skills through experimentation during scientific inquiry activity. In this study, the researcher contacted 30 secondary science teachers and explored their general views of scientific inquiry and what kind of roles they can play for student’s cognitive development during scientific inquiry activity. Data were collected through survey, questionnaire, and internet interviews to release the results as follows; (1) Participants pointed out that teachers facilitate students to be active in their learning with the alternative views and motivation and hold fairly high interests in nature of science; whereas, participating teachers had some authoritarian tendencies at the same time, some of which could be linked to their cultural values. For example, participants as teachers can cover some important concepts before lab investigation, which proves that they prefer non-inquiry or traditional instructions; (2) Korean science teachers believed that science inquiry or problem solving is the most critical strategy for teaching science through logical, reasoning, and creative thinking processes based on observation. To make this happen, questioning is regarded as the best teaching strategy. However, the large size of class and much load to cover the content within a short period is preventing teachers from implementing authentic scientific inquiry. (3) Teachers believed that they can do scaffold students to develop cognition through social interaction with the trust in students’ potentials. Therefore, teachers need to trust students in their capabilities of doing scientific inquiry and then create authentic environment where students interact freely among others so that they can develop cognition with teachers’ explicit involvement.
Abstract
Students can promote scientific thinking skills, cognitive development, through argumentation as well procedural skills through experimentation during scientific inquiry activity. In this study, the researcher contacted 30 secondary science teachers and explored their general views of scientific inquiry and what kind of roles they can play for student’s cognitive development during scientific inquiry activity. Data were collected through survey, questionnaire, and internet interviews to release the results as follows; (1) Participants pointed out that teachers facilitate students to be active in their learning with the alternative views and motivation and hold fairly high interests in nature of science; whereas, participating teachers had some authoritarian tendencies at the same time, some of which could be linked to their cultural values. For example, participants as teachers can cover some important concepts before lab investigation, which proves that they prefer non-inquiry or traditional instructions; (2) Korean science teachers believed that science inquiry or problem solving is the most critical strategy for teaching science through logical, reasoning, and creative thinking processes based on observation. To make this happen, questioning is regarded as the best teaching strategy. However, the large size of class and much load to cover the content within a short period is preventing teachers from implementing authentic scientific inquiry. (3) Teachers believed that they can do scaffold students to develop cognition through social interaction with the trust in students’ potentials. Therefore, teachers need to trust students in their capabilities of doing scientific inquiry and then create authentic environment where students interact freely among others so that they can develop cognition with teachers’ explicit involvement.
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