Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies

Vietnam Journal of Education - Trang 61-68 - 2020
Linh Thi Ngoc Bui1, Vu Thuan Khuu1
1Quy Nhon University, Vietnam

Tóm tắt

Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

Từ khóa

#Inquiry-based learning #competency-based learning #science #5Es instructional model

Tài liệu tham khảo

Alan Colburn (2000). Inquiry primer. Science scope journal, 23(6), 42-44.

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R.,... Wittrock, M. C (2001). A taxonomy for learning, teaching, and assessing - A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.

Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.

Bui Thi Ngoc Linh (2010). Applying Inquiry-based learning into teaching Chapter Reproduction - Biology 11. Master thesis at Hanoi National University of Education, Vietnam.

Bui Thi Ngoc Linh (2019). Perceptions of Vietnamese teachers towards incorporating dialectical thinking: A transformational model of curriculum and pedagogy. Doctoral thesis at University of Newcastle, NSW, Australia.

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO80918.

Colburn, A. (2000). An inquiry primer. Science scope, 23(6), 42-44.

Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: D.C Heath and Company.

Dewey, J. (1938). Experience and education. New York: Kappa Delta Pi/Touchstone.

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.

Duran, L. B., & Duran, E. (2004). The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching. Science Education Review, 3(2), 49-58.

Eisenkraft, A. (2003). Expanding the 5E model. Science Teacher, 70(6), 56-59.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.

Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: Ananalysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148.

Garrison, D. R., & Archer, W. (2000). A transactional perspective on teaching and learning: A framework for adult and higher education. Advances in learning and instruction series. Elsevier Science, Ltd, Oxford, UK.

Mai Van Tien (2014). Applying Inquiry-based learning into teaching Chapter Particle Dynamics - Physics 10. Master thesis at VNU University of Education, Vietnam.

MOET (2018). Innovative curriculum for General Education. Retrieved from http://rgep.moet.gov.vn/chuong-trinh-gdpt-moi/Pages/du-thao-ct-tong-the.aspx?ItemID=4728

Newmann, F. M., & Marks, H. M. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(4), 280-312.

NRC (1996). National Science Education Standards. Washington, DC: The National Academies Press.

NRC (2000). Inquiry and the National Science Education Standards. Washington, DC: The National Academies Press.

Pham Thi Thanh Huong (2011). An investigation of perceptions of Vietnamese teachers and students toward Cooperative Learning (CL). International Education Studies, 4(1), 3-12.

Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176-186.

Powell, K. C. & Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-251.

Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American journal of education, 100(3), 354-395.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.

Vygotsky, L (1978). Mind in Society. The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Pearson Education, Inc.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.

Thông tin
Thông tin xuất bản

Vietnam Journal of Education

61-68

Thông tin tác giả