New Perspectives in Science Education

Edition 14

Accepted Abstracts

Meeting the Challenges to Inquiry Oriented Instruction in Biology Classroom: Lessons Learnt from Education System of Pakistan

Nighat Sana Kirmani, University of Punjab (Pakistan)

Rizwan Akram Rana, University of Punjab (Pakistan)

Abstract

Inquiry oriented instructional practices hold an eminent position in science education However, implementation of Inquiry in classroom has to confront with certain dilemmas. Situation becomes even worst when there are some additional challenges like limited facilities, overcrowded classrooms, pressure of content coverage and disrupted schedule of classes due to certain factors. Realizing the importance of inquiry instruction in science teaching on one hand, and the confronted challenges to the nation on other hand, an experimental investigation was conducted to assess the effectiveness of inquiry oriented curriculum package based on BSCS 5E model. The study was conducted to ascertain the effect of intervention on cognitive outcomes, scientific reasoning and science related attitudes of secondary school students. A curriculum package based on 5E instructional model was prepared as intervention which was comprised of three modules for the selected concepts from National Curriculum of Biology 2006.  All the components of the curriculum package for these modules were developed and implemented using 5E instructional model. Keeping in focus the challenges of classroom strength, subjects of the study were selected from four secondary schools representing the demographic variables of sector and gender. Intact groups were randomly selected and assigned as experimental and control groups. Number of students in selected groups of the study represented an average strength of classroom in Pakistan. Intervention was planned in strict accordance with the number of periods as mentioned in National curriculum. Concept achievement test (CAT), classroom test of scientific reasoning (CTSR) and test of science related attitude (TOSRA), were used as research instruments. Results were analyzed using t-test and impact of intervention was measured in terms of effect size on gain scores. It was found that performance of the experimental group was significantly better on all post-tests yielding a significant gain which can be attributed to the success of intervention. Results revealed that intervention proved to be most effective for developing cognitive outcomes subsequently followed by science related attitudes and scientific reasoning. Intervention had a better effect on public school students as compared to the private school students and for girls of the study as compared to the boys.

Keywords: Biology, education system, private/public schools comparison;

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