Moving towards student-centred learning : using inquiry-based activities in the Physics classroom

Abstract

The NCF promotes student-centred learning and one of the strategies used to move towards such pedagogy is inquiry-based learning (IBL). IBL is a method for students to apply their knowledge to problem solving situations. Such situations encourage the students to think and actively explore possible solutions; it also gives them the opportunity to be creative. Two church schools participated in this study. A teacher from each school was asked to carry out the two IBL activities with two Form IV classes. Observations and recordings of the lessons, focus groups with the students and interviews with the teachers generated a rich amount of data. In this study, the effectiveness of IBL is explored, together with the limitations that it encounters in the Maltese classroom. Students’ and teachers’ affective reactions were also taken into consideration. The main findings show that IBL leaves a positive impact on students’ creativity and enthusiasm and it also helps students remember scientific knowledge. On the other hand, some limiting factors are also discussed. The main problems that IBL faces in a Maltese context are the lack of time available due to an extensive jam-packed syllabus, content oriented exams that do not assess the skills developed during IBL lessons and the concern that results when students have to face the different teaching strategies used in primary, secondary and post-secondary levels. This study shows that, students and teachers alike enjoyed carrying out the IBL activities and therefore teachers would consider including such IBL strategies if the mentioned issues are tackled.