The development of professional development program in science competencies through inquiry-based learning
Article Sidebar
Main Article Content
Abstract
The objectives of this research were 1) to develop in-service science teachers in managing scientific competency-based learning through Inquiry, and 2) to develop a teacher professional development program for managing scientific competency-based learning through Inquiry. The research employed a mixed-methods design, using the concept of inquiry-based learning as a research framework. The study group consisted of 18 science teachers. The research instruments included
1) a learning activity assessment form, 2) an observation record form, and 3) a field note form. The researcher analyzed the data using descriptive statistics and content analysis.
The research findings were as follows: 1) The teachers were capable of managing scientific competency-based through Inquiry. However, they had limitations in inquiry-based learning that focuses on promoting higher-order thinking skills for learners. 2) The teacher development program for managing scientific competency-based learning through Inquiry consisted of strategies, including 1) online professional development 2) coaching from experts 3) building learning networks 4) enhancing knowledge, skills, attitudes, and competencies 5) reflecting on teaching practices 6) learning through inquiry-based experiences and 7) using diverse strategies. The findings from this research are beneficial for teacher education and development institutions to apply these guidelines for developing science teachers in the future.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Ahmad Zaky El Islami, R., Anantanukulwong, R., & Faikhamta, C. (2022). Trends of Teacher Professional Development Strategies: A Systematic Review. Shanlax International Journal of Education, 10(2), 1-8.
Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher professional development. International encyclopedia of education, 7(2), 548-556.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's professional development in the United States. Psychology, Society & Education, 7(3), 252-263.
Dokmai, P., Supprakob, S., Potisart, J., & Prachopchok, P. (2023). The development of an online professional development program to enhance STEM education teaching competencies of first-year science student teachers. STOU Education Journal, 16(1), 176-194.
Faikhamta, C., Prasoplarb, T., Praisri, A., Pongsanon, K., Phurat, N., & Sa-ard, K. (2023). Development of professional learning community to foster in-service science teachers’pedagogical content knowledge for teaching higher-order thinking (PCK for teaching HOTs). Journal of Science and Science Education (JSSE), 6(1), 63-73.
Khumraksa, B. (2021). The use of research-based learning to promote active learning in science education. CMU Journal of Education, 5(1), 58-74.
Ladachart, L., & Ladachart, L. (2019). Teaching and learning that emphasizes scientific competencies. Journal of Education Khon Kaen University, 42(4), 1-19.
Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing professional development for teachers of science and mathematics (3rd ed.). Corwin Press.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
Neangjakoun, P., Kittiauchawal, K., Khwantrairong, T., Lijuan, W., & Nueangaudom, A. (2024). Approaches for the development of competency-based through active learning in science: Current practice, problems and needs of science teachers. Journal of Yala Rajabhat University, 19(1), 59-67.
Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., ... & Tseng, A. (2019). Impacts of a practice-based professional development program on elementary teachers’ facilitation of and student engagement with scientific argumentation. American educational research journal, 56(4), 1067-1112.
Syukri, M., Yulisman, H., & Nurina, C. I. E. (2020). A systematic literature review of science teachers’ TPACK related to STEM in developing a TPACK-STEM scale. Journal of Physics: Conference Series, 1460. https://doi.org/10.1088/1742-6596/1460/1/012105
Thammaprateep, J. (2023). Development of Learning Design for Competency-Based Learning of Science Teachers by Using Self-Directed Learning Strategies. STOU Education Journal, 16(2),123-140.
The Institute for the Promotion of Teaching Science and Technology. (2024, January 20). Evaluation Framework of Science Competencies. https://pisathailand.ipst.ac.th/about-pisa/science_competency _framewark/
The Organization for Economic Co-operation and Development. (2024, January 20). PISA for development assessment and analytical framework: Reading, Mathematics and Science. http://dx.doi.org/10.1787/9789264305274-en
The Organization for Economic Cooperation and Development. (2024, March 31). PISA 2025 science framework. https://pisa-framework.oecd.org/science-2025/
Tonga, F. E., Eryiğit, S., Yalçın, F. A., & Erden, F. T. (2022). Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China. Professional development in education, 48(1), 88-104.
Unha, R., & Somnuk, S. (2023). Effect of 5 STEPs learning process on learning achievement and scientific creativity of Prathomsuksa 5 students under the Ayutthaya Primary Educational Service Area Office. Journal of Educational Innovation and Research, 7(4), 1270-1285.
Wetwiriyasakun, P. (2022). The professional learning community network model for enhancing science learning management competence and teamwork of teachers in educational institutions of Songkhla. Journal of Buddhist Anthropology, 7(5), 278–294.