Teacher students' dilemmas when teaching science through inquiry

• Published in: Research in science & technological education 2015-09, Vol.33 (3), p.325-343
• Main Authors: Krämer, Philipp, Nessler, Stefan H., Schlüter, Kirsten
• Format: Article
• Language: English
• Subjects: Attitude Measures; Barriers; Content Analysis; Critical thinking; Foreign Countries; Germany; IBSE; Individualized Instruction; Inquiry; Lesson Plans; Likert Scales; Literacy; Observation; Preservice Teacher Education; Preservice Teachers; problems; Qualitative Research; Questionnaires; Science education; Science Instruction; Scientific Literacy; Student Attitudes; Students; teacher; Teacher Educators; Teaching Methods; Thinking Skills; Video Technology; Vocabulary Development
• ISSN: 0263-5143; 1470-1138
• DOI: 10.1080/02635143.2015.1047446

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.