Student and Teacher Perceptions of Inquiry Based Science Education in Secondary Education in Greece

Kallia Katsampoxaki-Hodgetts^1, , Maria Fouskaki¹, Katy Siakavara¹, Roumpini Moschochoritou¹ and Nikos Chaniotakis¹

¹Department of Chemistry, University of Crete, Vasilika Voutes, Iraklion, Greece

Cite this paper:
Kallia Katsampoxaki-Hodgetts, Maria Fouskaki, Katy Siakavara, Roumpini Moschochoritou and Nikos Chaniotakis. Student and Teacher Perceptions of Inquiry Based Science Education in Secondary Education in Greece. American Journal of Educational Research. 2015; 3(8):968-976. doi: 10.12691/education-3-8-4

Abstract

National Science education reform initiatives stress the need for steering away from the traditional teacher-centered mode of instruction. This study is part of a three-year project ‘Chain Reaction’, funded by the European Commission, investigating the approaches of a sustainable Inquiry Based Science Education (IBSE) framework across twelve partner countries. The purpose of this paper is to provide information on how this innovative project was integrated in five Greek Secondary Schools, and to explore the perceptions of all stakeholders: management, teacher educators, teachers and students. Five schools, ten teachers, and one hundred and fifty students aged 14-16 took part in this study. Quantitative and qualitative methods were employed to identify all stakeholders’ views. Based on this analysis, it is suggested that as long as this project is tailored to each partner's individual cultural and curricular needs, all stakeholders had a positive experience, which constitutes IBSE as an optimal learning mode with positive contribution to the educational process.

Keywords:
educational reform evaluation inquiry based science education IBSE science education

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	National Research Council. National science education standards. : Press; 1996.
[2]	National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K‐12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press; 2012
[3]	Saltiel E. Inquiry-Based Science Education: Applying it in the Classroom. Methodological Guide; 2005.
[4]	Capps K, Crawford BA. Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education. Springer; 2012. Published online 26.08.12.
[5]	Anderson R. Inquiry as an organizing theme for science curricula. In: S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 807-830). Mahwah, NJ: Lawrence Erlbaum Associates; 2007.
[6]	Bodzin AM, Beerer KM. Promoting inquiry-based science instruction: The validation of the Ccience Teacher Inquiry Rubric (STIR) Journal of Elementary Science Education 2003; 15 (2): 39-49.
[7]	Crawford, BA. Embracing the essence of inquiry: New roles for science teachers Journal of Research in Science Teaching; 2000; 37: 916-937.
[8]	Tali T, Geier R, Krajcik J. Urban students’ beliefs about science in an inquiry-based classrooms Paper presented at AERA conference New Orleans; 2000.
[9]	Hayes, MT. Elementary Pre-service Teachers' Struggles to Define Inquiry-Based Science Teaching. Journal of Science Teacher Education 2002; 13 (2): 147-165.
[10]	Jeanpierre B, Oberhauser K, Freeman C. Characteristics of Professional Development That Effect Change in Secondary Science Teachers’ Classroom Practices Journal of Research in Science Teaching 2005; 42: 668-690.
[11]	Keys CW, Bryan LA. Co-Constructing Inquiry-Based Science with Teachers: Essential Research for Lasting Reform Journal of Research in Science Teaching 2001; 38(6): 631-645.
[12]	Atwater, M.M. Research on curricular diversity in the Classroom. In: D.L. Gabel (Ed.), handbook of Research on Science Teaching and Learning. New York: Macmillan; 1994.
[13]	Levy P, Lameras P, McKinney P, Ford N. The features of inquiry learning: theory, research and practice. Pathway to Inquiry Based Science Teaching, (Deliverable 2.1). European Commission: CSA-SA Support Actions, Project Number 266624. Retrieved from http://www.pathwayuk.org.uk/what-is-ibse.html; 2011.
[14]	Linn MC, Bell P, Davis EA. Internet environments for science education (pp. 315-339) in Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xxviii, p.412; 2004.
[15]	Tseng C-H, Tuan H-L, Chin C-C. How to help Teachers Develop Inquiry Teaching: perspectives from experienced Science teachers Research in Science Education 2013; 43: 809-825
[16]	Vygotsky LS. Mind in society, Harvard University Press Cambridge 1978.
[17]	Hutchings W. Enquiry-Based Learning:Definitions and Rationale 2007.
[18]	Loucks-Horsley S, Love N, Stiles KE, Mundry S, Hewson PW. Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press 2003.
[19]	Zadeh I, Zion M. Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided? Research in Science Education 2012; 42:831-848.
[20]	Maor D, Fraser BJ, Use of classroom environment perceptions in evaluating inquiry-based computer-assisted learning International Journal Science Education 1996; 18(4): 401-421.
[21]	Crawford BA, Learning to Teach Science as Inquiry in the Rough and Tumble of Practice Journal of Research in Science Teaching 2007; 44(4): 613-642.
[22]	Kazempour M, Amirshokoohi A , and Harbour W, Exploring Students’ Perceptions of Science and Inquiry in a Reform-Based Undergraduate Biology Course. Journal of College Science Teaching 2012; 42 (2): 38-42.
[23]	Wolf S.J. & Fraser B. J. Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities Research in Science Education 2008 (38):321-341.
[24]	Vasconcelos C, Amador F and Torres J. Students’ perceptions of the implementations of science curriculum in Portugal: Rethinking paths, reinventing ways…Proceedings of ICERI2012 Conference, Madrid, Spain; 19th-21st November 2012.