LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 1 January 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         K. Karunakaran, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.

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Effect of Inquiry Lab Teaching Method on
the Development of Scientific Skills
Through the Teaching of Biology in Pakistan

Muzaffar Khan, Ph.D. Scholar
Muhammad Zafar Iqbal, Ph.D.

Abstract

The aim of this study is to compare the inquiry teaching method with the traditional lab method for teaching of some selected biology topics to 9th grade students. Also the effect of inquiry lab teaching method on students' science process skills was investigated.

For this purpose, students were divided into two groups: control and experimental groups. Scientific process skill scale was administered to students of both the groups. After the pre-test, the experimental group was taught with inquiry lab teaching method and the control group was taught with traditional lab method for a period of 30 days. After treatment, science process skill scale was used again as a post-test.

Statistical technique of t-test was used for analysis of data. It was observed that the students taught through inquiry lab teaching method showed more performance in scientific process skill than the students of the control group taught through the traditional lab teaching method.

Results showed that the inquiry lab teaching method is more effective in developing scientific process skill among secondary school science students of biology.

Key words: Inquiry Teaching Lab Method, Traditional Teaching Math Method, Scientific Skills, Teaching Biology, Secondary School Science Students

Introduction

Teaching-learning process is considered appropriate only if it addresses all the objectives of science education which are spread over knowledge domain, affective domain and psychomotor domain. Biology is a natural science which provides many opportunities and activities for the students. Students getting involved in these activities can develop different scientific skills.

The teaching of biology, like other science subjects, should focus on the development of scientific concepts, attitudes and skills. However, prevailing practices and instruction in Pakistan are not likely to fulfil such goals in that the emphasis is on the transmission of information from the teacher (and textbook) to the mind of the learner and its subsequent reproduction on an examination paper. The question is: can an inquiry-based learning approach help in any way? The focus here will be on the development and skills in secondary school biology teaching using the inquiry lab teaching method.

Inquiry-based Method

Following the revolution in science education, mainly in the US and parts of Western Europe around the early 1960s, it was assumed by many that the teaching of the sciences must model the way science makes its discoveries. This led to the concept of discovery-based learning which later emerged as inquiry-based learning. Despite the many examples of the failure of such approaches, many today still see inquiry-based learning as the accepted ideal approach for science teaching (Shami, 2001). Indeed, inquiry-based learning seems to have much potential.

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Love and Language - A Socio-rhetorical Analysis of Love Texts on a Ghanaian Radio Network | Cross-Cultural Conflict in Bharati Mukherjee's The Tiger's Daughter | A Comparative Study of the Study Habits of the Students of The Islamia University of Bahawalpur in Pakistan | Analysis and Categorization of the Most Prevalent Errors of Intermediate and Elementary Iranian EFL Learners in Writing in Iran | Phonological Adaptation of English Loan Words in Pahari | A Study of Sexual Health Problems among Male Migrants in Tamilnadu, India | Arun Joshi and Eco Consciousness - A Study of The Strange Case of Billy Biswas | Code-Mixing as a Communicative Strategy among the University Level Students in Pakistan | Oatesian World of Violence and Female Victimization - An Autopsy | Importance of Practicum in Teacher Training Programme - A Need of the Hour | Mentoring Teachers to Motivate Students | Exploring the Preferences of Aesthetic Needs of Secondary School Students in Faisalabad in Pakistan | Affinity and Alienation - The Predicament of the Internal Migrant in Anjum Hasan's Neti Neti | Effect of Inquiry Lab Teaching Method on the Development of Scientific Skills Through the Teaching of Biology in Pakistan | Rate of Speech in Punjabi Speakers | A Study of Orthographic Features of Instant Messaging in Pakistan - An Empirical Study | The Call for Communicative Language Teaching (CLT) at the Undergraduate Level with Special Reference to Andhra Pradesh | Case and Case-like Postposition in Surjapuri | Rabindranath Tagore's Views on Education | A PRINT VERSION OF ALL THE PAPERS OF JANUARY, 2011 ISSUE IN BOOK FORMAT.
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Muzaffar Khan Ph.D. Scholar
Department of Education
Faculty of Social Sciences
International Islamic University (IIUI)
Islamabad
Pakistan
khanmzfr@yahoo.com

M. Zafar Iqbal, Ph.D.
Institute of Mass Communication
Sarhad University
Islamabad
Pakistan

 
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