Preferred and Actual Opinions toward Inquiry-based Instruction of Primary Science Teachers in the Northeast of Thailand

Pub Date : 2019-05-31 DOI:10.30870/JPPI.V5I1.4766
P. Nuangchalerm, Veena Prachagool
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引用次数: 3

Abstract

Inquiry-based instruction is widely used in science classrooms. It helps students and teachers employed student-centered approach as well as the advancements of academic development. This study explored preferred and actual opinions of 545 primary science teachers toward inquiry-based instruction. They were asked preferred and actual opinions through five components of inquiry-based instruction during workshop on active learning from 5 provinces. Data were collected through teachers’ inquiry-based instruction questionnaires. Data were analyzed by mean, standard deviation, and percentage, also Pearson correlation was used for seeking its correlational significance. The findings showed that teachers had preferred and actual opinions of teachers toward inquiry-based instruction at high level. Also, phases of instruction, preferred and actual opinions are positively correlated. The findings need to be more discussed how teachers implement inquiry-based learning to their students in the classroom contexts.
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泰国东北地区小学科学教师对探究性教学的偏好与实际意见
探究式教学广泛应用于科学课堂。它有助于学生和教师采用以学生为中心的方法,并促进学术发展。本研究探讨了545名小学科学教师对探究式教学的偏好和实际意见。在来自5个省份的积极学习研讨会上,通过基于调查的教学的五个组成部分,他们被问及偏好和实际意见。数据是通过教师基于调查的教学问卷收集的。采用平均值、标准差和百分比对数据进行分析,并采用Pearson相关性来寻找其相关性显著性。研究结果表明,教师对高水平探究式教学有自己的偏好和实际意见。此外,教学阶段、偏好和实际意见呈正相关。这些发现需要更多地讨论教师如何在课堂环境中对学生实施基于探究的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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