Effect of Guided Inquiry Based Instructional Model of Science Process Skills of Pre-Service Biology Teachers in Learning Invertebrate Zoology

Abstract

The process of science learning in the Ethiopian education system is rhetorical rather than centered on transferring and memorizing of factual content knowledge. The purpose of the current study was to investigate the effects of guided inquiry-based instructional model on the science process skills of pre-service biology teachers (PBTs) invertebrate zoology learning. Research method was a mixed method approach. Design of the research was a quasi-experimental pre-test-intervention-post-test design. The research was conducted on two purposively selected colleges of teacher education and three classes, which were assigned two treatment groups and the remaining comparison group. The treatment and comparison groups were taught invertebrate zoology for eight consecutive weeks with a guided inquiry-based instructional model and a conventional method of instruction, respectively. A science process skills test was used to collect quantitative data which was then administered as a pre-test and post-test to Second Year PBTs. Qualitative data was also collected through observation using a rubric during the intervention of invertebrate zoology learning. The data were analyzed using one-way ANOVA and MANOVA. The results of study revealed that there was a significant difference between groups, which was favored for treatment groups. The qualitative data finding of the study supports quantitative data findings in many aspects of science process skills. Conclusions were drawn based on results and discussions.

Keywords

• guided inquiry-based instructional model
• science process skills
• basic and integrated science process skills
• invertebrate zoology learning