Session Information
99 ERC SES 03 A, Ignite Talks
Ignite Talks Session
Contribution
The research aims at enhancing pedagogical practices of developing professional development with science teachers through inquiry based laboratory activity approach towards sustainable science education in Malaysia. The research will further explore on possibility of collaboratively develop materials, ways of implement the teaching and learning materials and reveal the impact to participating teachers. Investigations are indeed about empowering children to apply knowledge, but it is essential that the teacher acts as a skilful mediator in the process (Gott et al.,1995). Hence the research centred on the following inquiries: 1) In what ways do participating teachers collaboratively develop, implement and evaluate the science teaching and learning materials that aligned with scientific literacy skills and sustainable issues? 2) To what extend does inquiry based laboratory activity influence science teacher’s to promote scientific literacy and sustainable issues in their classroom? The research is based on the Interconnected Model of Teacher Professional Growth proposed by Clarke and Hollingsworth (2002) that encompasses four domains of change in teachers' professional environment include the personal domain (comprising knowledge, beliefs, and attitude), the domain of practice (involving professional experi- mentation), the domain of consequence (related to student learning) and the domain of the culture of the school (related to student learning) (Willems & Bossche, 2019). The model suggests a non-linear and recursive process for teacher professional growth, capturing the dynamics among the different domains.
Method
In accordance with a critical participatory action research as a research design (Kemmis et al., 2014), the research will be carried out in three consecutive qualitative stages. i) Reconnaissance involving focus group discussions (FGD) that establishing a public spheres with thematic analysis and respondent validation with democratic validity ii) Action plan (Planning and Enacting) involving researcher’ field notes, teaching and learning documents, reflective journals, conservations, video and audio recordings, structured observational notes/checklist and Interpretive Phenomenological Analysis (Smith,2013) with expert validation, dialogic and process validity iiii) Reflecting involving focus group discussions and thematic analysis (Clarke & Braun, 2014) with outcome validity. Based on the preceding steps, the study employs a variety of data collection methods. Eight teachers and eight groups of students (a total of 90 are expected) will be recruited (purposive sampling).
Expected Outcomes
The findings of this study will cast light on the current state of pedagogical practices in inquiry based laboratory activity approach towards sustainable science education in Malaysia. Research is required to unravel teacher’s understanding of inquiry based laboratory activity approach and their long-term professional development with sustainable issues related to the scientific literacy skills. As a results, the findings will pave ways for teachers to develop learning materials echos with national vision.
References
Abd‐El‐Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok‐Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. L. (2004). Inquiry in science education: International perspectives. Science Education, 88 (3), 397–419. https://doi.org/10.1002/sce.10118 Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry.Science and Children, 46(2), 26–29. Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Heinemann. Bresser, R., & Fargason, S. (2023). Becoming scientists: Inquiry‐based teaching in diverse classrooms, Grades 3‐5. Abingdon: Routledge. https://doi.org/10.4324/9781032680620 Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18 (8), 947–967. https://doi.org/10.1016/S0742051X(02)00053-7 Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What is inquiry‐based science teaching and learning? In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. P. Constantinou (Eds.), Professional Development for Inquiry‐based Science Teaching and Learning (pp. 1–23). Dortrecht: Springer. https://doi.org/10.1007/978‐3‐319‐91406‐0_1 Dewey, J. (1938). Logic: The Theory of Inquiry. In John Dewey: The Later Works (12th ed., pp. 1925–1953). Carbondale, IL: SIU Press. Feldman, A., Altrichter, H., Posch, P., & Somekh, B. (2018). Teachers Investigate Their Work: An introduction to action research across the professions (3rd ed.). Routledge. Gott, R., & Duggan, S. (1995). Investigative Work in the Science Curriculum. Herbert, S., & Rainford, M. (2014). Developing a model for continuous professional development by action research. Professional Development in Education, 40 (2), 243–264. Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14(4), 459–476. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Lewis, C. C., Perry, R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers. Journal of Teacher Education, 63, 368–375. McTaggart, R. (1998). Is validity really an issue for participatory action research? Studies in Cultures, Organizations and Societies, 4(2), 211–236. Smith, J. A. (2013). Interpretive Phenomenological Analysis: Theory, Method and Research. London, UK: Sage Publications. Schwab, J. J. (1962). The Teaching of Science as Enquiry. In J. J. Schwab & P. F. Brandwein (Eds.), The Teaching of Science (pp. 1–104). London: Oxford University Press. Willems, I., & Bossche, P. (2019). Lesson study effectiveness for teachers’ professional learning: A best evidence synthesis. International Journal for Lesson and Learning Studies,8(4), 257–271.https://doi.org/10.1108/ijlls-04-2019-0031
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