Effectiveness of professional development program on a teacher’s learning to teach Science as inquiry

DISCUSSION

During the course of this study, Ms. Smith achieved a deeper understanding of inquiry. It is evident from her final reflection that all facets of the professional development improved in her abilities to teach science as inquiry. Her teaching became more inquiry-focused. She stated:

“I was able to include guided inquiry experiences like the one above throughout the module. In the beginning of the year, I don’t think I would have included as many inquiry experiences that I did without being held accountable through this class. I get so caught up in the everyday rush, especially in the beginning of the year, that even though I thought inquiry was a good idea, I probably wouldn’t have followed through because it does take some different planning. As the year progressed, I found that not only was I including the inquiry for the two modules required, but also infusing it in places I had never thought of before.

In conclusion, I probably only made baby steps in infusing inquiry into my classes, but I feel they were necessary for me to grow more comfortable. I have a ways to go: I need to learn how to better give up control and to be more concerned on how the students are assessed. That is an area that I’m still conflicted over because I feel the pull of the standards-based curriculum that I’m held accountable for versus giving more choice to the students. This year has definitely had an impact on my teaching and the students’ learning.”

Qualitative and quantitative assessments were applied to data from the ICPDP workshop to determine whether or not significant change took place in this one teacher’s understanding of inquiry. After the two workshops, there were highly positive changes concerning her beliefs about inquiry. Positive changes to beliefs were supported data from CLES and ESTEEM. Looking into the classroom through a new lens, helped this teacher to recognize her traditional views of teaching practices which were largely driven by wanting to make a difference for her students.

The researcher of this study believes that teachers have an essential role in making inquiry teaching successful. When teachers know what they want students to demonstrate, they can better help them learn real science. Teachers can encourage students to think about possible explanations of their own ideas. Teachers should be a guide for students. There is often a positive correlation between an inquiry method and teacher philosophy. This means that when teachers are highly qualified in terms of understanding the basic science, the inquiry method can be used successfully. As teachers become more confident with inquiry, they are able to share their teaching and learning experiences with our students.

The study provide a change in a teacher view and practices after experiencing the ICPD program as well as assessing the value of inquiry teaching methods based on constructivist teaching method based on constructivist learning theory. As indicated by Anderson (2002)“Even though teachers need to learn how to teach constructively, acquire new assessment competencies, learn new teaching roles, learn how to put students in new roles and foster new forms of student work, the task of preparing teachers for inquiry teaching includes much more.” (p.8)