engleski

Factors Influencing the Frequency of Use of Inquiry-Based Approach to Teaching Primary Science

This paper presents results of a study whose aim was to determine whether there is a connection between the frequency of use of inquiry-based approach to teaching primary science and teachers’ attitudes towards the importance of this type of instruction, as well as their personal experience of participating in different forms of inquiry-based learning during their own formal education and training. The research was conducted using a sample of 275 elementary school teachers (grades 1 to 4) in the City of Zagreb and Zagreb County. The results indicate a statistically significant difference in the importance attributed to inquiry-based science instruction, frequency of its practical implementation, and personal experience with inquiry-based learning. Despite teachers’ positive attitudes towards inquiry-based science instruction, the results have shown that it is not implemented in practice frequently enough, and the respondents only rarely experienced inquiry-based learning during their formal education. It has been observed that the teachers who attribute greater importance to inquiry-based science instruction and who had a more intense experience with inquiry-based learning during their formal education organize their classes in this manner more frequently. The obtained results suggest that it is important to shape positive attitudes of future teachers towards inquirybased teaching. It is necessary to involve them in inquiry-based forms of learning during their initial teacher training more systematically so they can implement them more efficiently and more confidently in their own teaching practice, on the basis of competences they acquired in such a way.

frequency of implementation ; inquiry-based learning ; science instruction ; teachers’ attitudes.

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