Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.

Promoting Inquiry Based Learning through Entertaining Science Activities

Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.

IMPROVING STUDENTS’ INQUIRY SKILLS IN ISLAMIC EDUCATION THROUGH HIKMAH PEDAGOGY AND COMMUNITY OF INQUIRY

Purpose – Empowering students has become one of the primary goals of education in the 21st century. The current trend of education is moving towards student-centred and independent learning. The core success of student empowerment lies in the teaching and learning approaches used to engage students. Thus, the present study aims to examine how Hikmah pedagogy, a philosophical inquiry approach, empowers students through the development of a community of inquiry and students’ inquiry skills in learning Islamic Education. Method – This study employed a case study design on a Form 4 class comprising 24 students. The method of data collection involved classroom observation and students’ reflective journaling. Analysis of classroom discourse was conducted according to Bloom’s Taxonomy to identify higher-order levels of thinking engaged by the students. Meanwhile, students’ journals were analysed thematically to examine how Hikmah pedagogy empowered their thinking. Findings – The study found that after four Hikmah pedagogy sessions, students’ thinking improved from lower-order to higher-order thinking (HOT) based on the students’ level of questions posed in the Hikmah sessions. Questions posed by the students also indicated an improvement in terms of the quantity and quality of the questions. Finally, analysis of the students’ journals showed that students found Hikmah pedagogy a provoking approach that continuously engaged them to be independent in their thinking. This is most useful when learning Islamic Education since it deals with many abstract concepts that require deep understanding. Significance – Results of the study have shown that Hikmah pedagogy can empower students by improving their HOT, developing their inquiry skills and independent thinking, which directly assist in realising the objectives of Islamic Education, which are to understand, internalise and practise Islamic principles and values.

Developing Inquiry-Based Science Activities in Early Childhood Education: An Action Research

This study was carried out as collaborative action research aims to develop inquiry-based science activities in early childhood education. One volunteer teacher (T2) who desired to develop inquiry-based science activities, 14 of her students and the researcher participated in action research. The action phase consisted of six action cycles that reflect the progress over time. Data were collected through interviews and observations. Inductive thematic analysis was performed on the obtained qualitative data. Results showed that during the development of inquiry-based science activities, the teacher had supportive behaviors and utterances. At first, the teacher was planning and implementing at the confirmatory and structured inquiry level but afterwards, she could practice the guided inquiry and also achieved to activate all the inquiry skills during the fifth and sixth cycles. However, some difficulties originated from the teacher, school culture and parental involvement in the process. As a result, the teacher made significant progress in planning, implementing and evaluating inquiry-based science activities in her classroom for preschoolers. Finally, we conclude that inquiry-based science activities can be practicing at various inquiry levels in early childhood education.

Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

This study enhanced the 7E instructional model towards enriching the science inquiry skills of senior high school learners in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand participated in the study. The study was composed of three phases. In Phase I, the generated themes nature of topics, learning environment, learner-related and teacher-related issues were found to be the causes of difficulty in science inquiry skill enrichment. The learners’ meaningful learning experiences during the process were encapsulated in Phase II. Finally, Phase III used the generated themes in the enhancement of 7E instructional model promoting inquiry-based and constructive learning among senior high school learners.