Primary Teachers’ Knowledge of Inquiry-Based Learning and Learner Autonomy in Science
Date
2023
Authors
Aming'a, Nemwel Nyakenyanya
Editors
Advisors
Willison, John
Bentley, Brendan
Bentley, Brendan
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Thesis
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Abstract
Primary Teachers hold the key to the development of the complex raft of knowledge, skills, and attitudes for a scientifically literate community when they facilitate learning in science. That makes these teachers crucial for contemporary society in the Industrial Revolution 4.0, especially due to the declining interest and enrolments in STEM-related courses and the declining performance in science in international tests in Australia.
Inquiry-based learning (IBL) has become synonymous with primary science education, but the reality for students of teacher facilitation of IBL in primary science classrooms is under- researched. This thesis addresses this gap by providing and analysing rich classroom stories of student engagement with teacher-facilitated IBL. It therefore presents knowledge of teacher beliefs, understandings and practices around IBL, and the evident outcomes for students including the skills and extent of autonomy that they develop through IBL. This focus addresses a gap in the literature linking IBL and learner autonomy (LA), especially the link between IBL, learner autonomy supported, and learner autonomy demonstrated.
Building on a social constructivist paradigm, this qualitative multiple case study investigated learner autonomy demonstrated (LAD) in IBL in a science classroom in a metropolitan Catholic school in Adelaide. The data were gathered through participant observations and interviews involving two teachers of the same Year 4 students on different days of the week. The rich observation data was transformed into research vignettes depicting classroom interactions, and three vignettes were selected to epitomise each teacher’s approach to IBL. The vignettes and interviews were probed using qualitative content analysis.
There was a complex relationship between teacher knowledge of IBL and the nature of IBL facilitated in science classrooms. Additionally, teachers facilitated structured and guided inquiry which constrained the nature of learner autonomy demonstrated (LAD) by students. Students demonstrated a lower level of autonomy, called compliant autonomy, despite active engagement in learning activities. Principal factors that promoted compliant autonomy included teacher utilisation of directives/hints which students complied with, teacher-prescribed instructions, and teacher-limited knowledge of IBL and LA. The study found, however, that LAD was fluid and non-linear in nature. These findings show that LAD emerges, plateaus or submerges due to the interaction between students and the teacher’s instruction, peers, and learning tasks.
The findings are significant as they illuminate the impact of teacher IBL knowledge on the nature of IBL and learner autonomy supported and learner autonomy demonstrated. The findings illuminate a complex system of teacher knowledge of IBL and LA, how they relate to IBL and LA facilitated by teachers, and learner autonomy demonstrated by students. The ways the two teachers facilitated student learning autonomy influenced how the same students engaged at varying levels in IBL. These findings are therefore significant for pre-service and in-service teachers of science.
School/Discipline
School of Education
Dissertation Note
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2023
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