The Use Of Inquiry-Based Approach In Teaching Science In Junior High School: A Phenomenology Study
Date of Award
Master of Science in Science Education
Catherine Genevieve B. Lagunzad, PhD; Cornelia C. Sotto, PhD
Science education boosts a curriculum that promotes inquiry-based approach in teaching science as it involves multifaceted activities of making observations, asking questions, examining facts through experimentation, using appropriate tools in gathering, analyzing and interpreting data, proposing possible solutions and alternative explanations of a phenomenon and communicating the results. However, despite the positive effects on students’ achievements, there is scant to no study that explores the fundamental meaning structure of the Science teacher’s experiences, including their challenges and coping mechanisms, in facilitating students’ learning using inquiry- based approach. With this gap, grounded on phenomenological inquiry, alongside the Giorgi Descriptive Phenomenology (2009), this study explored the Junior High School Science teacher’s experiences in facilitating learning and teaching science using inquiry-based approach. It was found out that using teacher’s questions that stimulated higher-order thinking skills and experimentation were used to direct teaching and learning towards inquiry. However, the students’ level of comprehension and making their classroom a laboratory room contributed challenges in using the inquiry-based approach. There is a lack of quality learning materials and facilities. Furthermore, there is no responsible laboratory technician that resulted in lapses in the implementation of safety and emergency measures. It was emphasized that their Learning Action Cell (LAC) sessions helped in getting the support they need in addressing their challenges and sharing their best practices on the use of inquiry-based approach but teachers' need of a professional v development program that would address their current need and difficulty were profoundly desired.
(2020). The Use Of Inquiry-Based Approach In Teaching Science
In Junior High School: A Phenomenology Study. Ateneo de Manila University.