Teaching Science Through Inquiry in the Classroom: Experience From Pakistan

• In Event: Poster Session 6
  In Poster Session: STEM Teaching and Learning

Abstract

This study examines the journey of three in-service science teachers enrolled in an innovative M.Ed. program offered by a private university in Pakistan and are undertaking an action research to study their own practice of teaching through inquiry. The author while supervising the action research examines the process the three teachers follow to undertake inquiry teaching in the science classroom. Three case-studies developed indicate that for inquiry a flexible goal-setting process is required together with continuous development of a better understanding of both inquiry and science content. Before inquiry teaching could take place an environment conducive for student autonomy and agency had to be nurtured which was made more challenging by the unique religious and cultural context of Pakistan.

Author

• Nelofer Halai, The Aga Khan University