Teaching science using socio-scientific inquiry-based learning: UK pre-service teachers’ perspectives.

Abstract

In recent times there has been increased interest in how issues surrounding science for and with society are conceptualised, presented and discussed in science classrooms in a way that promotes active citizenship. One approach to enabling this way of teaching science is through socio-scientific inquiry-based learning (SSIBL). To promote the teaching of science using SSIBL, teachers need to have the appropriate teaching repertoire. Our aim was to work with secondary science pre-service teachers (PSTs) to explore the process of developing teaching skills consistent with SSIBL during their training year. Using a qualitative, interpretative design we report on PSTs’ in-depth views and perspectives of SSIBL, and the main affordances and constrains created when attempting to teach science using SSIBL. The research methods used include focus groups, interviews, lesson observations and evaluations, and field notes. Participants included 284 pre-service science teachers in two UK Higher Education Institutions, across two academic years. Our findings suggest that PSTs viewed SSIBL as a valuable approach for increasing both student attainment and engagement, by providing alternative ways to the traditional ‘teaching-to-the-test’ approaches they had previously experienced either as students themselves or as PSTs. Although PSTs experienced challenges with implementing SSIBL, initially on aligning it with the curriculum and subsequently organising and managing the learning environment, they continued to value this approach. Implications for teacher education are discussed.

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Identifiers

ORCID for Andri Christodoulou: orcid.org/0000-0002-7021-4210

ORCID for Marcus Grace: orcid.org/0000-0002-1949-1765

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