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in science subjects and their nature, skill, its application and attitude towards
science subjects. The goal of inquiry learning contains abilities to understand
the science subject by inquiry method (NRC, 2006). The researcher believe
that education should be highly individualized and provide as many
opportunities for hands-on exploration as possible. Most often, hands-on
instruction is utilized in science as the content provides ample opportunities
for investigation.
The model of education typical of 20th century classrooms was
effective for that era of human history, but the knowledge society we now
live in requires new thinking about what constitutes effective and engaging
teaching and learning. Teachers are now faced with the challenge that
former conceptions of knowledge, minds and learning no longer serve a
world where what we know is less important that what we are able to do with
knowledge in different contexts. The power of an inquiry-based approach to
teaching and learning is its potential to increase intellectual engagement and
foster deep understanding through the development of a hands-on, minds-on
and research-based disposition towards teaching and learning. Inquiry
honors the complex, interconnected nature of knowledge construction,
striving to provide opportunities for both teachers and students to
collaboratively build test and reflect on their learning. (Brand & Moore, 2011)
It is crucial to recognize that inquiry-based teaching should not be
viewed as a technique or instructional practice or method used to teach a
subject. Rather, inquiry starts with teachers as engaged learners and
researchers with the foundational belief that the topics they teach are rich,
living and generous places for wonder and exploration. (Diggs, 2009)
Inquiry is not merely having students do projects but rather strives to
nurture
deep,
discipline-based
way
of
thinking
and
doing
with
developing
deep
understanding
of
content
knowledge,
conceptual
application.
frameworks
Classroom
to
activities
facilitate
should
be
knowledge
designed
retrieval
to
and
develop
Opportunities for students to define learning goals and monitor their own
understanding need to be embedded into classroom tasks.
If we are to make use of these important findings from the learning
sciences, inquiry should be viewed as a highly-structured and thoughtfully
designed-endeavor. As contrasted with minimal-guided inquiry which has
been shown to be marginally effective as a teaching technique, (Hattie)
classroom tasks that are worthy of students time and attention, relevant,
connected to the world and organized around the big ideas of a subject can
develop understanding and intellectual interest and engagement with
students.
For inquiry to be effective requires significant intellectual investment
on the part of teachers to design learning tasks that are connected to the
disciplines, to their students lives, and to the world, while focused toward
clear and achievable learning targets. It requires that teachers see
themselves as learners and researchers of both the subjects they teach and
their professional practice as a whole. However, teachers are reluctant to
incorporate inquiry into their classrooms because of the lack of familiarity
with the process. Elementary teachers in particular have a lack of confidence
in teaching science on many levels, and using inquiry feels very uncontrolled
and uncomfortable. (Smith, 2007)
Statement of the Problem
This research wants to know the level of effectiveness of teaching science through inquiry
approach Grades III-VI in Pagbilao District. Hence, therefore the study is conduct with the title
to
determine
their
perception
regarding
with
the
level
of
OUTPUT
The perception of the respondents for the level of
effectiveness of inquiry approach in teaching science in
Grades III-VI pupils in Pagbilao District
Effectiveness The degrees to which objectives are achieved and the extent to which targeted
problems are solved. In contrast to efficiency, effectiveness is determined without reference to
costs and whereas efficiency means doing the thing right effectiveness means doing the right
thing. http://www.businessdictionary.com/definition/effectiveness.html#ixzz3KoWba6Ue)
Inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and
understand the world. As such, it is a stance that pervades all aspects of life and is essential to the
way in which knowledge is created. Inquiry is based on the belief that understanding is
constructed in the process of people working and conversing together as they pose and solve the
problems, make discoveries and rigorously testing the discoveries that arise in the course of
shared activity. (Wells, Gordon (2001). Action, talk & text: Learning & Teaching through
Inquiry. New York, NY: Teachers College Press.)
Inquiry Teaching Method: Inquiry teaching method is based on principles of finding facts after
collecting information from observations, situations, acquiring knowledge and insight in light of
these facts. The role of teacher is that of a facilitator. He provides information and resources to
students for solution of problems. (http://www.businessdictionary.com/definition/inquiry
teaching method.html#ixzz3REBgd16W)
Method
An established,
habitual, logical,
or
achieving certain ends with accuracy and efficiency, usually in an ordered sequence of fixed
steps. (http://www.businessdictionary.com/definition/method.html#ixzz3REBgd16W)