RESIDENT SCIENTISTS’ INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS

TitleRESIDENT SCIENTISTS’ INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS
Publication TypeJournal Article
Year of Publication2010
AuthorsMumba, F, Mejia, WF, Chabalengula, VM, Mbewe, S
JournalJournal of Baltic Science Education
Volume9
Issue3
Start Page187-195
Date PublishedSeptember/2010
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 925313
Keywordsinquiry oriented learning, resident scientist
Abstract

This study determined the na¬ture of the laboratory activities undertaken by Resident Scientists in high schools through a science education outreach project. This study also attempted to determine Resident Scientists’ perceived benefits and difficulties of students doing inquiry science activities in schools. A sample comprised eight Resident Scientists at a medium-sized University in Midwest of the USA. Resident Scientists were serving in a University-School partnership project funded by the National Science Founda¬tion (NSF) GK-12 program. Data was collected through a questionnaire. Results show that the reported laboratory activi¬ties were at guided and verification inquiry levels and nothing at structured and open inquiry levels. Resident Scientists recognized the important role of inquiry, benefits and difficulties for implementing inquiry in schools. Their perceived difficul¬ties for inquiry in schools represent barriers for open inquiry in science classrooms. These findings have some implications for science learning, teaching and teacher education.

URLhttp://oaji.net/articles/2014/987-1405171938.pdf
Refereed DesignationRefereed
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