Files and links (1)
CC BY V4.0, Open Access
Journal article
Science inquiry instruction and direct instruction in authentic primary and secondary classroom contexts
International journal of science education
2025
Abstract
This study provides a contemporary perspective on how teachers implement inquiry-based instruction and direct instruction in everyday science lessons. While science education researchers have historically positioned these instructional approaches as flowing from epistemological opposites, this research examines how teachers pragmatically combine inquiry-based and direct instruction by investigating how teachers integrate these instructional approaches, including the timing, duration, and contextual factors that shape instructional decisions in authentic classroom settings. Systematic and structured observations and interviews were conducted with 8 upper primary teachers and 11 lower secondary teachers. Results showed primary teachers implemented more inquiry-based instruction (48%) than secondary teachers (18%) who relied predominantly on direct instruction. Both groups combined approaches within individual lessons, though primary teachers alternated between inquiry and direct instruction episodes more frequently than secondary teachers. Secondary teachers typically began lessons with direct instruction before transitioning to practical activities, a pattern driven by institutional requirements that overrode teachers’ pedagogical beliefs. The marked reduction in inquiry instruction at the secondary level creates a pedagogical disconnect that contradicts research-based expectations for increased inquiry as students develop scientific capabilities. This study establishes that contemporary science teaching pragmatically integrates both inquiry and direct instruction, though implementation differs considerably between primary and secondary settings.
Details
- Title
- Science inquiry instruction and direct instruction in authentic primary and secondary classroom contexts
- Authors/Creators
- Keryn Sturrock - Murdoch UniversityAmanda Woods-McConney - Murdoch University, Centre for Biosecurity and One HealthDorit Maor
- Publication Details
- International journal of science education
- Publisher
- Routledge as part of the Taylor and Francis Group
- Number of pages
- 23
- Identifiers
- 991005815048607891
- Copyright
- © 2025 The Author(s).
- Murdoch Affiliation
- Centre for Biosecurity and One Health; School of Education
- Language
- English
- Resource Type
- Journal article
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Metrics
1 File views/ downloads
16 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Collaboration types
- Domestic collaboration
- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.295 Science Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general