PROFESSIONAL DEVELOPMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS ON INQUIRY-BASED TEACHING METHOD

Authors

  • Anne Ogieriakhi Sodan College of Education Akwanga, Nasarawa State, Nigeria

DOI:

https://doi.org/10.20319/pijss.2017.33.876889

Keywords:

Professional Development, Senior Secondary School Biology Teachers, Inquiry-based Teaching, Positive Impact of Professional Development, Extended Period of Professional Development Programme

Abstract

The paper examined professional development of senior secondary school biology teachers on inquiry-based teaching. To become and remain a competent biology teacher requires a continuous process that starts from pre-service experiences in undergraduate years to the end of a professional career. Science knowledge is constantly changing and expanding its relevance to societal issues therefore, these teachers needs constant opportunities to build their understanding and abilities in the same direction. Consequently, the National Science Education Standards (NSES) presented a vision of learning and teaching science in which students will have the opportunity to become scientifically literate. (NSES)(NRC,1996: 56). In the vision, science teachers are professionally responsible for their own professional development and for the maintenance of their teaching profession, hence this paper. Professional development is a specialized training, formal education or advanced professional learning to offer help to administrators, teachers and other educators improve their professional knowledge, skill and effectiveness in the teaching of biology in the classroom (hidden curriculum, 2014). The paper considered some majors issues that leads to teacher professional development which includes: professional development for biology teachers on inquiry-based teaching,  teachers current teaching of biology, concept of inquiry-based teaching, student learning of biology, consensus  or standards for professional development programme, impact of professional development programme, researches on professional development programme, challenges of professional development programme,  the paper was concluded by stating that  coaching and support for teachers at points of implementation should be encouraged,  professional development programs should be for a longer period of time more than what is obtainable presently, proper monitoring and evaluation of training received and its implementation among others.

References

Akkus, R., Gunel, M. & Hand, B. (2007). Comparing an inquiry based approach known as the science writing heuristic to traditional science teaching practices: Are there differences? International Journal of Science Education, 29(14), 1745-1765. Retrieved from http://doi:org./10. 20429/ijsott.2009.030216

Alsop, S., Bencze, L., Pedretti, E. (Eds) (2005). Analyzing exemplary science teaching. London: Bell & Bain Ltd.

American Association for the Advancement of science (1993). Benmarks for science literacy. New York: Oxford University Press.

Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982

Asherson, C. (2006). Exemplary science: Best practices in science teaching today. csun.edu.aspx? id =51209.

Aydeniz, M., Cihak, D. F., Graham, S. C., & Retinger, L. (2012).Using inquiry-based instruction for teaching science to students with learning disabilities. International Journal for Special Education, 27(2), 189-206.

Barrow, L. H. (2006). A brief history of inquiry. From Dewey standards. Journal of Science Teacher Education. 17: 265-278, doi: 10.1007/s10972-006-90085.

Bencze, J. L., Bowen, G. M. & Alsop, S. (2006). Teachers’ tendencies to promote student-led science projects: Association with Their Views about Science. Vol. 90, Issue 3 pp 400-419. https://doi.org/10.1002/sce.20124

Bruner, J. S. (1966). Towards a theory of instruction, Cambridge, Mass: Belkap press

Burris, S. & Garton, B. I. (2007). Effect of instructional strategy on critical thinking and content knowledge: using problem-based learning in the secondary classroom. Journal of agriculture education, Vol.48,no.1, pp 106-116. doi: 10:5032/jae,2009.01106.

Capps, D. K. Crawford, B. A. (2012). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 1-30.

Capps, D. K., Crawford, B.A., & Constras, M. A. (2012). A review of of empirical literature on inquiry professional development: Alignment with the best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291-318. https://doi.org/10.1007/s10972-012-9275-2

Colburn, A. (2003). The lingo of learning: 88 education terms every science teacher should know. Arlington, VA: NSTA Press

Corcoran, T. B., Mc Vay, S. & Riordan, K. (2003). Getting it right: The MISE approach to professional development (Research report no. RR. 055) Philadelphia, PA: Consortium for policy Research in Education, University of Pennsylvania.

Crawford, B. A. (2007).Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44 (4), 613-642 https://doi.org/10.1002/tea.20157

Darling- Hammond, L., Wei, R. C., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: a status report on teacher development in the united states and abroad. Dallas, TX. National Staff Development Council. Retrieved from http://learningforward.org.

Demir, A. & Abell K. S. (2010). Views of inquiry: Mismatches between views of science education faculty and students of an alternative certificate program.

Foley, B. J. (2008). Students Attitude towards Science in classes using hands-on or textbook based curriculum. National Science Foundation, EHR, REC 9980494 brain.foley@csum.edu

Fullan, M. Hill, P. & Crevola C. (2006). Breakthrough. Corwan press. International Journal of Science and Research.ISSN 2319-7064. hands are on? The Science Education Review 6(4) 2007.

Hauck, N. (2012).Effects of sustained teacher professional development on the classroom science instruction of elementary school teachers. Retrieved from http://Digitalcommons.usu.edu/etd/1343. pp .54-63. 4 April, 2015.

Herman, J. M. & Knobloch, N. A. (2004). Exploring the effect of constructivistteaching on student’s attitudes and performance from 2nd annual North cenral region research meeting. IN: Lafayette, 21-35.

Hidden curriculum, (2014). In Abbott (Ed.). The glossary of education reform. http://edglossary.org/hidden curriculum.

Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with development, implementation and research. Chemistry Education Research and Practice, 5, 247-264 https://doi.org/10.1039/B4RP90027H

Jacqueline, L., Norma, B., & Cara, M. M. (2009). Conducting science inquiry in primary classroom: Case study of two pre-service teachers’ inquiry-based practices, Journal of Elementary Science Education, Vol. 21, no. 1 pp. 27- 50. https://doi.org/10.1007/BF03174714

Jeanpierre, B., Orberhauser, K. & Freeman, C. (2005). Characteristics of professional development that change in secondary science teacher’s classroom practices: Journal of Research in Science Teaching, 42(6),668-690 Journal of Research in Teaching, Vol. 47, issue 6, pp.716741, https://doi.org/10.1002/tea.20365

Kadroon, Y. F. (2013). Professional development of mathematics teachers with lesson study and open approach: the process for changing teacher values about teaching mathematics. Journal of Psychology, Vol. 4, no 2, 101-164. https://doi.org/10.4236/psych.2013.42014

Kayikci, K. (2009). The effect of classroom management skills of elementary school teachers on undesirable discipline behavior of students.Procedia-social and behavioural sciences,Vol1, issue 1, pp.1215-1225. http://wwwdoi:.org/10.1016/j.abspro.2009 01.218.

Kazempour, M. & Amirshokoohi, A. (2014). Transitioning to inquiry-based teaching. Exploring science teachers professional development experiences. International Journal of Environmental and Science Education,(2014),9, 285-309.

Knight, J. & Cornett, (2009). Studying the impact of instructional coaching. Lawrence, K.S, Kansas coaching project for the center on Research on learning.

Ledderman, N. G., Antink, A. & Bartos, S. (2014). Nature of science, scientific inquiry and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science and Education, 23(2), 285-302, doi: 10. 1007/s11191-012-9503-3.

Lee, O., Hart, J. E., Cuevas, P., & Endner, V. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021-1043 https://doi.org/10.1002/tea.20037

Lemlech, J. K. (1988).Classroom management. Long man Inc. second Ed. New York.

Linn, M. C, Davis, E. A., & Bell, P. (2004). Inquiry and technology. In M. C. Linn, E. A. Davis & P. Bell (Eds), Internet Environments for Science Education. Mahwah, New Jersey: Lawrence Erbaum Associates, 3-27.

Lunetta, V. N. (2007). A comparative study: They Gorky youth colony and boys town. vol. 11, issue 2, doi: 10. 1111/j. 1741-5446. 1961. tb 0048.x.

Mastropieri, M. A. & Scruggs, T. E. ( 2007). Secondary classroom. DOIs: 10. 2307/1511115 Vol. 24, no. 4, 265-274 Sage Journals.

Minner, D. D., Jurist Levy, A., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from research synthesis years 1984-2002. Journal of Research in Science Teaching, 47(4), 474-496 https://doi.org/10.1002/tea.20347

Muzaffar, K. & Iqbal, Z. M. (2011). Effect of inquiry laboratory teaching method on the development of scientific skills through the teaching of biology. Vol.11 ISSN 1930-2949.www.language inindia.com.

National commission and America’s future (1996).What matter most: Teaching for America’s future. Washington DC:

National Research Council (NRC) (1996). National Science Education Standards. Washington, DC: National Academy Press.

Peters, E. (2005). Performing cookbook laboratory. nsta. Org/publication/ news/ story

Slavin, R. E. (2006). Educational psycholog: Theory and practice (8th ed.) Boston: Pearson Education Inc

Supovitz, J. A. & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37,(9), 963-980 https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0

Triona, M. L. & Klahk, D. (2007). Hands-on science: does it matter what students

Truesdale, W. T. (2003).The implementation of peer coaching on the transferability of staff development to classroom practice in two selected Chicago public elementary, schools. Dissertation Abstract International, 64(11), 3923 (University Microfilms No.3112185).

Van, D. M. (nd). Ark inquiry: Teacher educators. http://www.researchgate.nel/profile/jonathanu/mer2/publication/268347956.

Western AAAE (2010). Research conference proceedings. Vol, 29,Great falls, Mt

Wheeler, L. B., & Bell, R. L. (2012). Open-ended inquiry: Practical ways of implementing the most challenging form of inquiry. The Science Teacher, 79(6),32-39

Downloads

Published

2017-12-22

How to Cite

Sodan, A. O. (2017). PROFESSIONAL DEVELOPMENT OF SENIOR SECONDARY SCHOOL BIOLOGY TEACHERS ON INQUIRY-BASED TEACHING METHOD. PEOPLE: International Journal of Social Sciences, 3(3), 876–889. https://doi.org/10.20319/pijss.2017.33.876889