Tensions in Teaching Senior Biology Using Inquiry Based Learning

Autor/inn/en	Kamath, Amrita; White, Peta J.
Titel	Tensions in Teaching Senior Biology Using Inquiry Based Learning
Quelle	In: Teaching Science, 69 (2023) 1, S.29-40 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamath, Amrita) ORCID (White, Peta J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Science Instruction; Inquiry; Biology; Foreign Countries; Barriers; Teacher Competencies; Readiness; School Culture; Secondary School Science; Teacher Attitudes; Program Implementation; Student Diversity; Environmental Influences; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Ausland; Lehrkunst; Schulkultur; Schulleben; Lehrerverhalten; Environmental influence; Umwelteinfluss; Australien
Abstract	Amidst endorsement of inquiry based learning (IBL) in primary and lower secondary settings in Australia, research indicates that IBL is underrepresented and/or under utilised in senior science education. To investigate this apparent pedagogical misalignment, a phenomenological study was undertaken to explore senior biology teachers' perspectives and practices around IBL. Six senior biology teachers working in government schools in Victoria participated in this study. Data was collected via semi-structured interviews, transcribed, coded and thematically analysed. Findings revealed that despite being in favour of IBL, participants experienced tensions in teaching senior biology through inquiry and felt compelled to adopt transmissive techniques with senior secondary cohorts. Three major sets of commonalities causing tensions were identified: (1) Ambiguity in teachers' interpretation of IBL; (2) Lack of student readiness for, or expertise in, IBL; and (3) Pressures around school culture/expectations at senior secondary level. The research concludes with suggestions to address these identified tensions and create opportunity for IBL, including avenues for further research. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: https://www.asta.edu.au/resources/teaching-science-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01