Exploring early childhood preservice teachers’ problem-solving skills through socioscientific inquiry approach

Asia-Pacific Forum on Science Learning and Teaching, Volume 18, Issue 1, Article 9 (Jun., 2017)
Hidayah Mohd FADZIL
Exploring early childhood preservice teachers’ problem-solving skills through socioscientific inquiry approach

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Findings and Discussions

For quantitative data, the high mean scores suggest that early childhood education preservice teachers perceived socioscientific inquiry approach as an appropriate approach to be implemented in their teaching and learning of this course (5=strongly agree). The following table (Table 2) illustrates the mean scores and standard deviation for the items.

Table 2. Findings for five quantitative questions aimed to determine the extent to which participation in the socioscientific inquiry approach supported students’ problem-solving skills

Questions

Mean

(SD)

1. The use of inquiry approach helps me in investigating socioscientific issues in a more structured and deliberate manner

4.29

0.54

2. The application of inquiry approach to understand socioscientific issues in early childhood is more meaningful as compared to conventional teaching technique such as lecture

4.40

0.74

3. Socioscientific inquiry learning approach requires me to conduct research in a more scientific way

4.31

0.50

4. Problem solving using inquiry approach is relevant to be used in understanding current issues in my field

4.43

0.50

5. I feel more confident to solve problems related to socioscientific issues in early childhood situations

4.11

0.68

The responses from semi-structured interviews further illuminated these quantitative findings. A comprehensive thematic analysis revealed three major themes. These are: (i) inquiry approach generated meaningful learning, (ii) SSI increased motivation and interest in learning the course and (iii) socioscientific inquiry approach assisted in the acquisition of other important skills that are needed for undergraduate students.

(i) Socioscientific inquiry approach generated meaningful learning

This theme concerned with the manner in which the preservice teachers described how their participation in the socioscientific inquiry learning approach had increased their understanding of the issue by using systematic scientific procedures in problem solving. The finding shows that when the students were engaged in the learning process, they experienced a sense of agency and responsibility for their learning efforts. This finding confirmed the result from previous studies that when students are invited to take part in the learning process from the initial stage until the end of the process, it will produce a greater engagement from the students and possibly increase their intrinsic motivation to learn (Aikenhead, 2006; Ryan & Deci, 2000). Specifically, the students could evaluate and reflect on their own learning experience when they have been part of the learning process and have played an active role in the planning and identification of the main learning objectives. Without a doubt, questioning and searching for answers are extremely important parts of inquiry learning. Through this process, the students described that knowledge can be generated meaningfully. Meaningful learning occurs when these preservice teachers can engage with the learning directly and attach more meaning to it. As a result, the learning process make more sense to them. Howland et al. (2012) characterized meaningful learning as the learning that being active, constructive, authentic and cooperative.

One of the preservice teacher explained the situation as follows:

We have learned a lot from the research in socioscientific issue as compared to the assignments given from other courses that we have taken previously. They (the lecturers) just assigned us with a topic and we needed to present it during the lesson. We just searched the internet for the information. However, when we were asked to do a research in socioscientific issue, we gained a lot of knowledge and better understanding….in-depth understanding…better than just taking the information from the internet (Yih, ln. 191-193)

From this research, students also admitted that they took more responsibility of their role in learning as a group. This learning experience had also motivated the preservice teacher in exploring the relevant concepts in SSI and put forward their own strategies for dealing with the issue. The following excerpt depicts the positive impacts:

In our group, we worked together to find as many information related to our topic. We compiled all the input and conducted a discussion to establish a focus for our research. We attended seminars to attain more knowledge on the issue of pedophilia. We all played our parts in accomplishing this research (Wanyi, ln.261-262)

Active participation in learning facilitated the preservice teachers to synthesize gathered information and brought them in scenarios that required continuous informed decision makings regarding the problems. Subsequently, the students progressively developed an in-depth understanding of SSI. Table 3 outlines preservice teachers’ actions for each week in relation to the six phases of inquiry learning model by Alberta Learning (2004).

Table 3. Preservice teachers’ actions for each week in relation to the six phases of inquiry learning model by Alberta Learning (2004).

Week

Action

Observation based on inquiry phase
(Alberta Learning, 2004)

1

Introduction to the socioscientific inquiry learning approach and the formation of groups among preservice teachers

Planning phase
Preservice teachers determined what is to be investigated:

identified an appropriate topic area in SSI for inquiry

found issues and problems that are significant and relevant to the SSI

formulated research questions and research aims

* The SSI selected are childhood obesity, pedophilia, childhood immunization, consumption of genetically modified food (GMF) and the use of electronic gadget on children.

2

Exploration and identification of SSI in early childhood topics by preservice teachers

3

Preliminary presentations of the chosen topics for SSI research

4 to 9

Investigation are conducted by the preservice teachers in groups

Retrieving phase
Preservice teachers managed to gather information from multiple sources such as review of literature, interview with experts: e.g. doctors who specialized in childhood immunization, attended seminar on pedophilia and conducted small survey on respected SSI.
Processing phases
Preservice teachers displayed great ability to integrate and apply knowledge gained from their investigation with the SSI.
Creating phase:
Preservice teachers organized the gathered information and provided logical interpretation of the findings that were based on scientific explanation. Additionally, they made informed decisions in solving the problem arise from SSI.

10.

Presentation of ideas by preservice teachers
Assessment of the preservice teachers through the presentation of evaluation rubric

Sharing phase
Most of the preservice teachers could deliver key ideas from the scientific concept efficiently and effectively and manifested their understanding through presentation, written reports and interview session.
Evaluating phase
The preservice teachers evaluated their findings, made conclusions and offered solutions to tackle the SSI.

11.

Final report submission

Preservice teachers submitted the written report.

12.

The preservice teachers participated in semi structured interviews and questionnaire

Preservice teachers answered the questionnaire online and took part in interview session.

(ii) SSI increase motivation and interest in learning the course

This theme referred to the preservice teachers’ responses which expressed how their participations in the study had increased their motivations and interests. Even though preservice teachers admitted that they “did not had much interest in science”, (Jye, ln. 21) and that “as an art stream student, I did not know much about scientific concept” (Yih, ln. 14), they had displayed adapting abilities to comprehend scientific information that underlay the investigated socioscientific issues. This can be observed during group presentation sessions and through their written reports. During the interview, both of the preservice teachers admitted that the SSI had motivated them to learn more from the course which did not occur during their experience with didactic teaching. This is stated in the following interview excerpts:

I do not prefer learning in a one-way lecture approach because the information gained is very limited. Through inquiry approach I built my own understanding regarding childhood obesity. The knowledge from readings became more meaningful when I linked it into real life context (Jye, ln.82)

This approach is more relevant in comparison to information I got from lectures…It made you aware of issues that you might not have considered, for example the long-term effect of consuming genetically modified food for children (Khai, ln.135-137)

One of the preservice teacher reflected her previous experience in learning similar course during her diploma study;

We had learned this subject before, but like what Khai said, we only learned basic things. Safety in class, safety on outside, safety in playground and all that stuff. Imagine that we had already learned three years of diploma. Every class that we attended here (for bachelor degree) more or less was related. This is one interesting subject (Health and Safety) where we can you know, conduct like a mini project. And I have never heard of GMO. (Kika, ln.140-142)

This finding concurred with previous studies (for e.g. Aikenhead, 2006; Ekborg at al., 2009; Sadler, 2006; Zeidler, 2014) which found that students are extremely interested in working with socioscientific issues.

(iii) The approach assists in the acquisition of other important skills needed for undergraduate students

The findings indicated that socioscientific inquiry approach also enhanced the preservice teachers acquisition of other important skills such as communication skills, group work and skills in doing scientific research. SSI are said to be vehicles, not only for raising students’ interests in science, but also for strengthening generic skills such as team-work, problem-solving and technology literacy. (Jarman & McClune, 2007; Lindahl et al., 2011; Ratcliffe & Grace, 2003).

Communication skills are one of the requisite competency for scientific literacy for 21st century citizens which include the ability to articulate ideas by using variety of verbal representation (oral presentation and written report) and visual representation (such as the use of video, roleplay, and multimedia presentation) to deliver the key ideas from the relevant concepts efficiently. During the interview, the preservice teacher admitted that she has learned “the skills to communicate and socialize with the kindergarten teachers and parents that took part in the investigation” (Jye, ln.261).

In the present study, the findings also revealed that group work enhanced the socioscientific inquiry approach in terms of complexity, inquiry, and multiple perspectives. In group activities, the preservice teachers displayed a variety of ways to explain the SSI, made connections between theory and real-life situation, drew conclusions, and found solutions and strategies to overcome the negative effect of the issues. Group members reasoned together, negotiated together, evaluated claims and evidences and ultimately reached a consensus on the nature of the problem (Galton, Hargreaves, & Pell, 2009). Group activities were seen more effective since preservice teachers were more willing to be vocal, and they felt comfortable expressing ideas because there is no “right” answer. Furthermore, they were able to interrelate values with complex conceptual issues. In this way, they learned to build qualified arguments and enhanced their problem-solving skills. The discussions were more varied, generative and exploratory (Tal & Kedmi, 2006). Therefore, the responses of the participants indicated that group work is believed to be an effective method to be implemented in this study.

Preservice teachers admitted that this study had helped to enhance their skills in doing research as they are required to submit their project paper during the final semester of their bachelor degree. These skills included the skill in recognising research problems, knowing current work in field, finding information off the internet, and finding information from different sources. Additionally, the learning process required the participants to analyze critically the gathered information which they later must document and report the outcome of their study. The following excerpts were taken from the interview sessions with the preservice teachers:

I am extremely interested with the inquiry approach because it gave me an initial exposure on how to conduct my own research for my project (Ann, ln.490)

I view this assignment as a training for my project paper (Ami, ln.297)

Individual who can research more deeply into their field are often able to come up with new ideas and better ways in solving problem. Therefore, the implementation of socioscientific inquiry approach has been proven to assist the preservice teachers in developing their communication skills and ability to work cooperatively with others as an outcome of their interactions with the different stakeholders. These experiences had contributed holistically in developing their general skills in conducting a systematic investigation.

Copyright (C) 2017 EdUHK APFSLT. Volume 18, Issue 1, Article 9 (Jun., 2017). All Rights Reserved.

Questions	Mean	(SD)
1. The use of inquiry approach helps me in investigating socioscientific issues in a more structured and deliberate manner	4.29	0.54
2. The application of inquiry approach to understand socioscientific issues in early childhood is more meaningful as compared to conventional teaching technique such as lecture	4.40	0.74
3. Socioscientific inquiry learning approach requires me to conduct research in a more scientific way	4.31	0.50
4. Problem solving using inquiry approach is relevant to be used in understanding current issues in my field	4.43	0.50
5. I feel more confident to solve problems related to socioscientific issues in early childhood situations	4.11	0.68

Week	Action	Observation based on inquiry phase (Alberta Learning, 2004)
1	Introduction to the socioscientific inquiry learning approach and the formation of groups among preservice teachers	Planning phase Preservice teachers determined what is to be investigated: identified an appropriate topic area in SSI for inquiry found issues and problems that are significant and relevant to the SSI formulated research questions and research aims * The SSI selected are childhood obesity, pedophilia, childhood immunization, consumption of genetically modified food (GMF) and the use of electronic gadget on children.
2	Exploration and identification of SSI in early childhood topics by preservice teachers
3	Preliminary presentations of the chosen topics for SSI research
4 to 9	Investigation are conducted by the preservice teachers in groups	Retrieving phase Preservice teachers managed to gather information from multiple sources such as review of literature, interview with experts: e.g. doctors who specialized in childhood immunization, attended seminar on pedophilia and conducted small survey on respected SSI. Processing phases Preservice teachers displayed great ability to integrate and apply knowledge gained from their investigation with the SSI. Creating phase: Preservice teachers organized the gathered information and provided logical interpretation of the findings that were based on scientific explanation. Additionally, they made informed decisions in solving the problem arise from SSI.
10.	Presentation of ideas by preservice teachers Assessment of the preservice teachers through the presentation of evaluation rubric	Sharing phase Most of the preservice teachers could deliver key ideas from the scientific concept efficiently and effectively and manifested their understanding through presentation, written reports and interview session. Evaluating phase The preservice teachers evaluated their findings, made conclusions and offered solutions to tackle the SSI.
11.	Final report submission	Preservice teachers submitted the written report.
12.	The preservice teachers participated in semi structured interviews and questionnaire	Preservice teachers answered the questionnaire online and took part in interview session.