Publication at Faculty of Science, Faculty of Education |
2019
Abstract
We focused on biology teachers' opinion on inquiry and cookbook practicals and analysed their ability to formulate a hypothesis. Teachers experienced inquiry based practicals where formulation of hypothesis was required, and cookbook practicals.
We asked them by short questionnaire which activities were novel, beneficial, easy or difficult, most useful and then we examined if they were able to formulate correct hypothesis. Although the teachers did not perceive inquiry as unknown nor as difficult four out of ten were not able to formulate a hypothesis.
When asked which the most beneficial activities were, teachers mentioned cookbook ones. We suggest including more inquiry in teacher training.