Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning
The process of inquiry-based learning allows learners to identify a problem or develop a hypothesis, develop a process of inquiry, and report their findings (Keselman, 2003). Twenty-six preservice agriscience teachers at the University of Nebraska-Lincoln participated in focus groups to explore pres...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Mississippi State University
2024-07-01
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| Series: | Journal of Human Sciences and Extension |
| Subjects: | |
| Online Access: | https://scholarsjunction.msstate.edu/jhse/vol12/iss2/10/ |
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| Summary: | The process of inquiry-based learning allows learners to identify a problem or develop a hypothesis, develop a process of inquiry, and report their findings (Keselman, 2003). Twenty-six preservice agriscience teachers at the University of Nebraska-Lincoln participated in focus groups to explore preservice agriscience teachers’ perceptions of developing and using science-based learning activities that use inquiry-based teaching methods. Qualitative data analysis allowed the following six themes to emerge: a) inquiry-based learning is a process, b) trainings and pre-made lessons, c) student- vs teacher-led, d) critical thinking and problem solving, e) age, skill, & prior knowledge of students, and f) time-consuming to design. These findings hold importance for adoption of inquiry-based learning not only at the instructor level, but also system-wide. |
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| ISSN: | 2325-5226 |