Inquiry-Based Science Education (IBSE)

Inquiry-Based Science Education (IBSE) [PDF] 

IND's studenterserie nr. 84.  Specialerapport. Biologi.

Mathilde Sexauer Bloch Kloster, 2019.

Vejleder: Robert H. Evans

Abstract

Throughout the past decades Inquiry-Based Science Education (IBSE) has been a subject of many research projects, both International and Danish. Studies have shown that IBSE gives students a deeper conceptual learning, knowledge, and experience with the nature of science. Yet, IBSE remains largely unused in the Danish school system. Part of the explanation can be attributed to teachers’ perceptions and/or experience with IBSE as both time-consuming in the process of planning and in actual teaching as well as in being difficult to manage.

In the instructions manual to the curriculum of biology C-level (STX) the Danish Ministry of Education recommends using inquiry-based teaching. This study aims to investigate the degree to which teachers find IBSE useful to meet the regulatory requirements (academic goals and core subjects) in the curriculum of biology C-level.

In interviews and an online survey, teachers and former teachers, respectively, categorized the degree to which they find IBSE useful to meet the twelve academic goals and nine core subjects in the curriculum of biology C-level.

Based on participant’s categorizations they broadly find IBSE useful – however, based on their reflections in the interviews and comments in the survey, it is too simplistic to conclude the participants views on the usefulness solely on the categorizations.

The participants broadly perceived IBSE as hands-on activities except for one participant who perceived and used IBSE in a broader perspective. Teachers find several of variables to effect the usefulness of IBSE at biology C-level.

The participants point out that savings made by the government have resulted in not favourable settings for the biology C-level course, which makes it difficult to implement IBSE. Teachers require, among other things, self-efficacy, flexibility, and sufficient resources to apply IBSE in teaching. Furthermore, it requires that students are creative, independent and active. In summary, the usefulness of IBSE in biology C-level is dependent on both the teachers, the students and the surrounding circumstances.