Pre-Service Biology Teachers’ Exposure, Understanding, Attitude, Self-Efficacy. Predisposition, Progressivist Views, and Application of Inquiry-Based Instruction

Abstract

This piece of work described pre-service biology teachers (PSBTs) in terms of their exposure to inquiry-based science instruction (IBSI), and how they were able to apply IBSI practices during teaching practicum. Moreover, the study profiled the PSBTS according to their IBSI understanding, attitudes, self-efficacy, and predispositions, including their learner-centered views. Finally, the study determined the inter-relationships among the PSBTs' IBSI variables.

Sixty-six (66) PSBTs from three teacher-education institutions in Baguio City and Benguet participated in the study. Eight instruments were used to gather data -Science Teachers' Inquiry Practices Scale (STIPS), Pedagogy of Science Testing Test - Biology Items (POSTT-B), Attitude Scale for IBSI Use (ASIU), Inquiry-Based Science Instruction Self-efficacy Scale (IBSISES), Test for Inquiry Pedagogy in Science - Biology (TIPS-B), Modified Reformed Teaching Observation Protocol (mRTOP), Modified Inquiry Teaching Self-Assessment Instrument (mITSAI), and the Educational Philosophies Self-Assessment Instrument (EPSAI). The PSBTs lesson plans were also analyzed to support the result on the level of IBSI application during teaching internship. Follow-up interviews on both PSBTS and their cooperating teachers were also conducted to supplement the quantitative results gathered from the research instruments.

Descriptive statistics (mean and standard deviation) were used to summarize data, while inferential statistics (Analysis of Variance and Tukey HSD) were used to test for significance among means. Pearson correlation and step-wise multiple regression procedures were employed to describe the relationship among the PSBTS' IBSI variables. Based on the findings, the study concludes that the PSBTs were sufficiently exposed to IBSI in all of its aspects - lesson planning and implementation, content knowledge, and classroom culture. They possessed a strong IBSI foundation which was built not only during their college science courses but also during their field study experiences and even during their pre-college science courses. While their IBSI knowledge and understanding were both insufficient, they nevertheless hold a very positive attitude toward the teaching approach, even regarding it as useful, interesting, and likable. The PSBTS highly adhere to the learner-centered philosophies, specifically constructivism and progressivism. They are highly self-efficacious toward IBSI specifically along classroom culture, but are moderately predisposed to select IBSI teaching practices among other pedagogical methods and techniques. Finally, the PSBTs were able to apply IBSI practices during teaching internship sufficiently. As to the relationship among the variables, the PSBTs' learner-centered views significantly correlated with their IBSI understanding and attitude, while attitude, self-efficacy, and learner-centered views significantly correlated with IBSI application during teaching internship. Moreover, the PSBTs' progressivist views significantly predicted their IBSI attitudes, and their IBSI exposure at field study was the only predictor of their IBSI self-efficacy. Meanwhile, IBSI understanding during lesson proper, and IBSI self-efficacy along classroom culture emerged as the significant predictors of IBSI predisposition. Finally, IBSI exposure at field study, IBSI understanding during lesson proper, overall IBSI attitudes, progressivist views, and overall IBSI self-efficacy, significantly predicted IBSI application during teaching internship. Of these variables, overall, IBSI self-efficacy was the best predictor of IBSI application, followed by the PSBTs' progressivist views. It is recommended that science professors should team up with science education professors in further strengthening the inquiry foundations of pre-service science students. Science education professors may emphasize the true nature of IBSI in their science teaching methods courses. Pre-service science teachers may be given more time to observe and experience inquiry practices in actual classes. Furthermore, some of the instruments used in this study could be polished so that they will effectively measure the constructs they are intended to measure. A more direct data gathering procedure such as lesson plan analysis and/or actual teaching observation is likewise recommended for future researchers who want to duplicate this study. Moreover, syllabi and/or their laboratory manuals may also be analyzed as to how they emphasize on IBSI. Pre-service science teachers may also be exposed to the practices of lesson study, emphasizing on IBSI to instill its principles and practices better. For future research, the IBSI implementation among in-service teachers, how Filipino pre-service teachers implement IBSI practices during the first three years of teaching, how experiences or exposure with IBSI affect pre-service and in-service science teachers' basic and integrated science process skills and scientific literacy, among others, may be explored.