The Perceptions of The Primary School Science Teachers on the Inquiry-Based Teaching Approach

Freda, Yeo Mei Ling (2007) The Perceptions of The Primary School Science Teachers on the Inquiry-Based Teaching Approach. [Final Year Project Report / IMRAD] (Unpublished)

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Abstract

This study is aimed to find out the perceptions of primary school Science teachers on the inquiry-based teaching approach in Mukah district. The samples used in this study were 50 teachers from 25 primary schools within the district. This study focused on three parts. The first part was the teachers' perception towards the use of inquiry�based teaching approach in Science. The second part was the benefits of using inquiry-based approach in Science and the third part was the problems faced by Science teachers in implementing inquiry-based teaching in their lessons. The research instruments used in this study were a 27-item questionnaire and interview. Based on the findings, it was found that a majority of teachers have positive perceptions on the inquiry-based teaching approach with 100 % of them think that inquiry-based approach is useful in teaching Science. The most popular reason why teachers use the inquiry-based approach in teaching Science is students become knowledgeable when they explored the information for their Science activities on they own. The majority of teachers believed that inquiry-based approach will be successful if the teachers were trained using inquiry-based approach in Science lesson. The findings also revealed the problems faced by the primary school Science teachers in Mukah district such as a lack of resources and facilities, lack of exposure on the approach, lack of training in the approach and weak students were not able to follow the lesson. The findings from the interview showed similarities to the data collected from the questionnaire and thus further confirmed the three parts studied. In general, teachers in Mukah respond positively on the teaching using inquiry-based approach in Science lesson

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