Direct or Inquiry? Science Teaching Orientations of Prospective Secondary Science Teachers
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Jun 30, 2023
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Inquiry teaching is advocated in many science curriculum frameworks throughout the world, as it is believed to promote scientific literacy, the main goal of science education. This paper determined the science teaching orientations (STOs) of prospective secondary science teachers (PSSTs) at a Philippine State University, distinguished these STOs by science fields and lesson stages, and compared the STOs by specialization, sex, year level, scholarship, and academic standing. Data were gathered from 63 PSSTs using descriptive and causal-comparative procedures, and their STOs were gauged by their Pedagogy of Science Teaching Test (POSTT) scores. Results revealed that across all lesson stages, and in the two science fields, the PSSTs were significantly more oriented toward inquiry teaching than direct approach. This trend of results is consistent in all sub-groups. Guided inquiry emerged as their most dominant teaching orientation and the didactic direct orientation as the least. Only scholarship and academic standing influenced the PSSTs' STOs. The scholars, and those with high academic standings, were significantly more oriented toward inquiry teaching than their respective counterparts. Such results indicate a bright future for science education as the PSST respondents have manifested stronger inclinations toward the reform-based pedagogical approaches in science.
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Bansal, G., Ramnarain, U., & Schuster, D. (2019). Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India. Science Education in India: Philosophical, Historical, and Contemporary Conversations, 67. https://doi.org/10.1007/978-981-13-9593-2_4
Bansiong, A.J. (2018). Analysis of the level of inquiry in the undergraduate science education laboratory. The Philippine BIOTA Journal, 48, 1-22.
Bates, A.W. (2019). Teaching in a Digital Age. 2nd Ed. Tony Bates Ltd. 583 pp.
Binns, I.C. & Popp, S. (2013). Learning to teach science through inquiry: Experiences of preservice teachers. Electronic Journal of Science Education, 17(1): 1-24. EJ1188484.pdf
Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and traditional verification laboratory instruction. Science Education, 94(4): 577-616. https://onlinelibrary.wiley.com/doi/10.1002/sce.20390
Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2): 26-29.
Buck, L.B., Bretz, S.L., & Towns, M.H. (2008). Characterizing the Level of Inquiry in the Undergraduate Laboratory. Journal of College Science Teaching, 38(1): 52-58. https://cursa.ihmc.us/rid=1Q3XD4DZ3-1WDCR3YF1VK/Levels%20of%20Inquiry%20%20Undergrad.pdf
Cavanagh, S. (2004). NCLB could alter science teaching. Education Week, 24(11): 12–13. https://www.edweek.org/policy-politics/nclbcould-alter-science-teaching/2004/11
Chichekian, T., & Shore, B.M. (2016). Preservice and practicing teachers’ self-efficacy for inquirybased instruction. Cogent Education, 3(1), 1236872. https://doi.org/10.1080/2331186X.2016.1236872
Cobern, W.W., Schuster, D., Adams, B., Skjold, B.A., Mugaloglu, E.Z., Bentz, A., & Sparks, K. (2014). Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36. https://doi.org/10.1080/09500693.2014.918672
David, A., Fulgencio, A., & Sedilla, B. (2015). Exploring Filipino Teacher Education Students' Conceptions of Teaching and Learning. Educational Measurement and Evaluation Review, 5. 91-103. https://ssrn.com/abstract=2509104
Department of Education. (2012). Curriculum Guide for the K-12 Science Education in the Philippines.
Department of Education. (2015). Hiring Guidelines for Teacher 1 Positions Effective School Year 2015-2016. (D.O. 7, s.2015). https://www.deped.gov.ph/2015/03/27/do-7-s-2015-hiringguidelines-for-teacher-i-positions-for-schoolyear-sy-2015-2016/
Feyzioglu, Y. (2015). Pre-service Teachers' Pedagogical Orientations of Science Inquiry Continuum. Anadolu Eğitim Bilimleri Dergisi (BAED), Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir-Türkiye ISSN 1308 8971. https://dergipark.org.tr/en/pub/baebd/issue/31824/349480
Friedrichsen, P.M., van Driel, J.H., & Abell, S.K. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358-376. https://doi.org/10.1002/sce.20428
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2): 1-24. https://doi.org/10.20429/ijsotl.2009.030216
Güven, D., Muğaloğlu, E.Z., Doğança-Küçük, Z., & Cobern, W.W. (2019). Teaching orientations of freshman pre-service science teachers. Journal of Turkish Science Education, 16(4): 508-520. https://www.tused.org/index.php/tused/home
Hayden, H.E., & Eades-Baird, M. (2016). What Can Students Do With the Words They Know? An ELA Teacher Takes on Science. Literacy Research: Theory, Method, and Practice, 65(1): 182-199. https://doi.org/10.1177/2381336916661531
Kind, V. (2015). Pre-service science teachers' science teaching orientations and beliefs about science. Science Education, 100(1): 122-152. https://dro.dur.ac.uk/16536/1/16536.pdf
Kirschner, P.A., Sweller, J., & Clark, R.E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2): 75-86, 10.1207/s15326985ep4102_1
Knight, J., & Wood, W.B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298310. https://doi.org/10.1187/05-06-0082
Ladachart, L. (2019a). Correlation between understanding about nature of science and orientation to teaching science: An exploratory study with Thai first-year pre-service biology teachers. Journal of Education in Science, Environment and Health (JESEH), 5(1): 134-145. https://dergipark.org.tr/en/download/articlefile/628712
Ladachart, L. (2019b). Thai First-Year Preservice Science Teachers' Orientations toward Teaching Science. The Asia-Pacific Education Researcher. https://link.springer.com/article/10.1007/s40299-019-00498-6
Magnusson, S., Krajick, J., & Borko. H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. GessNewsome & N.G. Lederman (Eds), Examining pedagogical content knowledge: the construct and its implications for science education (pp. 95-132). Boston, MA: Kluwer.
National Research Council. (2011). National Science Education Standards. Washington, DC: The National Academies Press. 10.17226/4962.
National Research Council. (2012). A Framework for K – 12 Science Education. Practices, Cross-cutting Concepts, and Core Ideas. Washington . D.C. The National Academic Press
Quintana, C., Zhang, X., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through softwarebased scaffolding. Educational Psychologist, 40(4): 235-244. https://doi.org/10.1207/s15326985ep4004_5
Ramnarain, U. Nampota, D. & Schuster, D. (2016). Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry. African Journal of Research in Mathematics, Science and Technology Education, 20(2): 119-130. https://hdl.handle.net/10520/EJC191940
Ramnarain, U. & Schuster, D. (2014). The pedagogical orientations of South African Physical Sciences teachers toward inquiry or direct Instructional Approaches. Research in Science Education, 44(4), 627-650. https://link.springer.com/article/10.1007/s11165-013-9395-5
Romero-Ariza, M., Quesada, A., Abril, A.M., Sorensen, P., & Oliver, M.C. (2020). 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). https://doi.org/10.29333/ejmste/109658
Rozenszajn, R., & Yarden, A. (2014). Expansion of biology teachers’ pedagogical content knowledge (PCK) during a long-term professional development program. Research in Science Education, 44, 189-213. https://link.springer.com/article/10.1007/s11165-013-9378-6
Sadeh, I. & Zion, M. (2009). The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46, 1137–1160. https://doi.org/10.1002/tea.20310
Sahingoz, S. (2017). An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. [Doctoral Dissertations, Western Michigan University]. https://scholarworks.wmich.edu/dissertations/3127
Sahingoz, S. & Cobern, W.W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers. Educational Policy Analysis and Strategic Research, 15(1): 114-136. https://eric.ed.gov/?id=EJ1249749
Solomon, M. (2012). Faculty gender and studentcentered pedagogical approaches in the use of a course management system. Doctoral Dissertation, University of Pittsburg. [Unpublished doctoral dissertation]. University of Pittsburg.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14. https://doi.org/10.3102/0013189X015002004
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Tarmo, A. (2016). Pre-service science teachers' epistemological beliefs and teaching reforms in Tanzania. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1178457.
Trautmann, N., MaKinster, J., & Avery, L. (2004). What makes inquiry so hard? (and why is it worth it?). [Paper presentation]. National Association for Research in Science Teaching, Vancouver, BC, Canada. http://www.ei.cornell.edu/pubs/NARST_04_CSIP.pdf
Thomson, M.M., & Gregory, B. (2013). Elementary teachers' classroom practices and beliefs in relation to U.S. science education reform: Reflections from within. International Journal of Science Education, 35(11): 1800–1823. https://doi.org/10.1080/09500693.2013.791956
Wigfall, P.M. & Hall, P.Q. (2010). A gender lens on pedagogical choice in academia: Revisiting Hartlaub and Lancaster's Study on teaching methodologies, Forum on Public Policy. https://files.eric.ed.gov/fulltext/EJ903464.pdf
Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4): 383-399. https://eric.ed.gov/?id=EJ1001631
Zulfiani, Z., & Herlanti, Y. (2018). Scientific Inquiry Perception and Ability of Pre-Service Teachers. Journal of Turkish Science Education, 15(1): 128140. https://eric.ed.gov/?id=EJ1344118
Bansal, G., Ramnarain, U., & Schuster, D. (2019). Examining Pre-service Science Teachers Pedagogical Orientations in an Era of Change in India. Science Education in India: Philosophical, Historical, and Contemporary Conversations, 67. https://doi.org/10.1007/978-981-13-9593-2_4
Bansiong, A.J. (2018). Analysis of the level of inquiry in the undergraduate science education laboratory. The Philippine BIOTA Journal, 48, 1-22.
Bates, A.W. (2019). Teaching in a Digital Age. 2nd Ed. Tony Bates Ltd. 583 pp.
Binns, I.C. & Popp, S. (2013). Learning to teach science through inquiry: Experiences of preservice teachers. Electronic Journal of Science Education, 17(1): 1-24. EJ1188484.pdf
Blanchard, M., Southerland, S., Osborne, J., Sampson, V., Annetta, L., & Granger, E. (2010). Is inquiry possible in light of accountability? A quantitative comparison of the relative effectiveness of guided inquiry and traditional verification laboratory instruction. Science Education, 94(4): 577-616. https://onlinelibrary.wiley.com/doi/10.1002/sce.20390
Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2): 26-29.
Buck, L.B., Bretz, S.L., & Towns, M.H. (2008). Characterizing the Level of Inquiry in the Undergraduate Laboratory. Journal of College Science Teaching, 38(1): 52-58. https://cursa.ihmc.us/rid=1Q3XD4DZ3-1WDCR3YF1VK/Levels%20of%20Inquiry%20%20Undergrad.pdf
Cavanagh, S. (2004). NCLB could alter science teaching. Education Week, 24(11): 12–13. https://www.edweek.org/policy-politics/nclbcould-alter-science-teaching/2004/11
Chichekian, T., & Shore, B.M. (2016). Preservice and practicing teachers’ self-efficacy for inquirybased instruction. Cogent Education, 3(1), 1236872. https://doi.org/10.1080/2331186X.2016.1236872
Cobern, W.W., Schuster, D., Adams, B., Skjold, B.A., Mugaloglu, E.Z., Bentz, A., & Sparks, K. (2014). Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36. https://doi.org/10.1080/09500693.2014.918672
David, A., Fulgencio, A., & Sedilla, B. (2015). Exploring Filipino Teacher Education Students' Conceptions of Teaching and Learning. Educational Measurement and Evaluation Review, 5. 91-103. https://ssrn.com/abstract=2509104
Department of Education. (2012). Curriculum Guide for the K-12 Science Education in the Philippines.
Department of Education. (2015). Hiring Guidelines for Teacher 1 Positions Effective School Year 2015-2016. (D.O. 7, s.2015). https://www.deped.gov.ph/2015/03/27/do-7-s-2015-hiringguidelines-for-teacher-i-positions-for-schoolyear-sy-2015-2016/
Feyzioglu, Y. (2015). Pre-service Teachers' Pedagogical Orientations of Science Inquiry Continuum. Anadolu Eğitim Bilimleri Dergisi (BAED), Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir-Türkiye ISSN 1308 8971. https://dergipark.org.tr/en/pub/baebd/issue/31824/349480
Friedrichsen, P.M., van Driel, J.H., & Abell, S.K. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358-376. https://doi.org/10.1002/sce.20428
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International Journal for the Scholarship of Teaching and Learning, 3(2): 1-24. https://doi.org/10.20429/ijsotl.2009.030216
Güven, D., Muğaloğlu, E.Z., Doğança-Küçük, Z., & Cobern, W.W. (2019). Teaching orientations of freshman pre-service science teachers. Journal of Turkish Science Education, 16(4): 508-520. https://www.tused.org/index.php/tused/home
Hayden, H.E., & Eades-Baird, M. (2016). What Can Students Do With the Words They Know? An ELA Teacher Takes on Science. Literacy Research: Theory, Method, and Practice, 65(1): 182-199. https://doi.org/10.1177/2381336916661531
Kind, V. (2015). Pre-service science teachers' science teaching orientations and beliefs about science. Science Education, 100(1): 122-152. https://dro.dur.ac.uk/16536/1/16536.pdf
Kirschner, P.A., Sweller, J., & Clark, R.E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2): 75-86, 10.1207/s15326985ep4102_1
Knight, J., & Wood, W.B. (2005). Teaching more by lecturing less. Cell Biology Education, 4(4), 298310. https://doi.org/10.1187/05-06-0082
Ladachart, L. (2019a). Correlation between understanding about nature of science and orientation to teaching science: An exploratory study with Thai first-year pre-service biology teachers. Journal of Education in Science, Environment and Health (JESEH), 5(1): 134-145. https://dergipark.org.tr/en/download/articlefile/628712
Ladachart, L. (2019b). Thai First-Year Preservice Science Teachers' Orientations toward Teaching Science. The Asia-Pacific Education Researcher. https://link.springer.com/article/10.1007/s40299-019-00498-6
Magnusson, S., Krajick, J., & Borko. H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. GessNewsome & N.G. Lederman (Eds), Examining pedagogical content knowledge: the construct and its implications for science education (pp. 95-132). Boston, MA: Kluwer.
National Research Council. (2011). National Science Education Standards. Washington, DC: The National Academies Press. 10.17226/4962.
National Research Council. (2012). A Framework for K – 12 Science Education. Practices, Cross-cutting Concepts, and Core Ideas. Washington . D.C. The National Academic Press
Quintana, C., Zhang, X., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through softwarebased scaffolding. Educational Psychologist, 40(4): 235-244. https://doi.org/10.1207/s15326985ep4004_5
Ramnarain, U. Nampota, D. & Schuster, D. (2016). Spectrum of Pedagogical Orientations of Malawian and South African Physical Science Teachers towards Inquiry. African Journal of Research in Mathematics, Science and Technology Education, 20(2): 119-130. https://hdl.handle.net/10520/EJC191940
Ramnarain, U. & Schuster, D. (2014). The pedagogical orientations of South African Physical Sciences teachers toward inquiry or direct Instructional Approaches. Research in Science Education, 44(4), 627-650. https://link.springer.com/article/10.1007/s11165-013-9395-5
Romero-Ariza, M., Quesada, A., Abril, A.M., Sorensen, P., & Oliver, M.C. (2020). 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). https://doi.org/10.29333/ejmste/109658
Rozenszajn, R., & Yarden, A. (2014). Expansion of biology teachers’ pedagogical content knowledge (PCK) during a long-term professional development program. Research in Science Education, 44, 189-213. https://link.springer.com/article/10.1007/s11165-013-9378-6
Sadeh, I. & Zion, M. (2009). The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46, 1137–1160. https://doi.org/10.1002/tea.20310
Sahingoz, S. (2017). An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. [Doctoral Dissertations, Western Michigan University]. https://scholarworks.wmich.edu/dissertations/3127
Sahingoz, S. & Cobern, W.W. (2020). Science Methods Course Influence on Pedagogical Orientations of Pre-Service Science Teachers. Educational Policy Analysis and Strategic Research, 15(1): 114-136. https://eric.ed.gov/?id=EJ1249749
Solomon, M. (2012). Faculty gender and studentcentered pedagogical approaches in the use of a course management system. Doctoral Dissertation, University of Pittsburg. [Unpublished doctoral dissertation]. University of Pittsburg.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14. https://doi.org/10.3102/0013189X015002004
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
Tarmo, A. (2016). Pre-service science teachers' epistemological beliefs and teaching reforms in Tanzania. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1178457.
Trautmann, N., MaKinster, J., & Avery, L. (2004). What makes inquiry so hard? (and why is it worth it?). [Paper presentation]. National Association for Research in Science Teaching, Vancouver, BC, Canada. http://www.ei.cornell.edu/pubs/NARST_04_CSIP.pdf
Thomson, M.M., & Gregory, B. (2013). Elementary teachers' classroom practices and beliefs in relation to U.S. science education reform: Reflections from within. International Journal of Science Education, 35(11): 1800–1823. https://doi.org/10.1080/09500693.2013.791956
Wigfall, P.M. & Hall, P.Q. (2010). A gender lens on pedagogical choice in academia: Revisiting Hartlaub and Lancaster's Study on teaching methodologies, Forum on Public Policy. https://files.eric.ed.gov/fulltext/EJ903464.pdf
Zion, M., & Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4): 383-399. https://eric.ed.gov/?id=EJ1001631
Zulfiani, Z., & Herlanti, Y. (2018). Scientific Inquiry Perception and Ability of Pre-Service Teachers. Journal of Turkish Science Education, 15(1): 128140. https://eric.ed.gov/?id=EJ1344118