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Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment

Romero-Ariza, Marta; Quesada, Antonio; Abril, Ana Maria; Sorensen, Peter; Oliver, Mary Colette

Authors

Marta Romero-Ariza

Antonio Quesada

Ana Maria Abril

Peter Sorensen

MARY OLIVER Mary.Oliver@nottingham.ac.uk
Professor of Science Education



Abstract

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers' views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students' motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy.

Citation

Romero-Ariza, M., Quesada, A., Abril, A. M., Sorensen, P., & Oliver, M. C. (2019). Highly Recommended and Poorly Used: English and Spanish Science Teachers' Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education, 16(1), 1-16. https://doi.org/10.29333/ejmste/109658

Journal Article Type Article
Acceptance Date May 27, 2019
Online Publication Date Jul 9, 2019
Publication Date Jul 9, 2019
Deposit Date Sep 11, 2019
Publicly Available Date Mar 28, 2024
Journal EURASIA Journal of Mathematics, Science and Technology Education
Print ISSN 1305-8215
Electronic ISSN 1305-8223
Publisher Eurasia Publishing House
Peer Reviewed Peer Reviewed
Volume 16
Issue 1
Article Number em1793
Pages 1-16
DOI https://doi.org/10.29333/ejmste/109658
Keywords inquiry; scientific literacy; scientific practices; teachers' views; teacher professional development
Public URL https://nottingham-repository.worktribe.com/output/2603763
Publisher URL http://www.ejmste.com/Highly-recommended-and-poorly-used-English-and-Spanish-teachers-views-of-inquiry,109658,0,2.html

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