Affordances for inquiry-based learning in two 8th grade science classrooms : case studies from a private school in North Lebanon

Abstract

In Lebanon, science education and reforms in science education do not seem to be providing the students with the skills required to succeed in todays world. Despite the two educational reforms (1994, 2010) implemented by the Ministry of Education, the educational process still does not provide the students with the skills such as critical thinking, problem solving, collaborative skills, among the other skills required to meet the 21st Century skills in education. This qualitative case study explores one way to implement Inquiry Based Learning approaches in science classrooms through a Collaborative Participatory Research Design. CPR allows teachers to move away from the Lebanese Curriculums strict adherence to 'teaching for the test and gives them a chance to try new methodologies while following the set learning objectives. CPR allows teachers to veer away from the strict adherence to the government textbook. This study implements an Inquiry Based Learning approach to analyze the affordances of IBL in two eighth grade textbooks, as well as collaboratively designing lesson plans that were implemented in these science classes. The data collected include a baseline study, a survey, pre and post-semi structured interviews, document analysis and observations. The results of the findings clearly state that implementing IBL approaches in a science classroom through CPR is feasible, because all participants found higher classroom engagement. The results also showed that through CPR, the teachers were very positive about collaborative lesson design viewing it as a sustainable method for continuous professional development.