CONTRIBUTION OF INQUIRY-BASED PHYSICS TEACHING AND LEARNING IN INITIAL TEACHER TRAINING: CHALLENGES AND OPPORTUNITIES

Abstract

Background: Inquiry-Based Science Education (IBSE) is an educational strategy in which students follow methods and practices similar to those carried out by scientists to build new knowledge. Aims: The objective of this research has been to analyze the challenges posed by inquiry activities in the initial training of physics teachers. Methods: The present study was exploratory in nature. The sample was made up of 60 students from a physics teacher training program. The data were collected through the Mathematics and Science in Life questionnaire, MASCIL. Results and Discussion: showed that inquiry activities are a potential resource for science education. In addition, it was found that when the activities are implemented systematically (that is, planned and designed with well-defined purposes), both students and teachers are more active and committed in their participation, and students can improve their performance. Likewise, the results showed that teachers have positive views based on the benefits for students and science learning and perceive significant systemic and personal barriers to implementing IBSE even after decades of political efforts to improve science education. Teachers expressed frustration at the lack of time, teaching resources, classroom management, and the demands of delivery, evaluation, and accountability of the curriculum. Furthermore, there is an emphasis on practical activities and student motivation but not on cognitive and epistemic aspects showing points of view that are not well aligned with the current understanding of the type of research that best supports learning. Conclusions: The implications for research and practice suggest that there is still a need to expand knowledge on how to help teachers make the most of this strategy.