Volume 2 : Issue 3 (2015)

A STUDY OF EFFECTIVENESS OF INQUIRY TRAINING MODEL FOR TEACHING SCIENCE TO STANDARD VIII

Science forms an integral part of learning. Essentially it has to be learnt mainly through concrete situations related to immediate environment. The main focus of imparting science education is on sharpening the senses of the learners and encouraging them to discover and explore their environment and surroundings. Instead of loading the students with scientific information, efforts should be made to help them learn key concepts which cut across all the disciplines of science. This would generate curiosity and would enhance awareness and understanding. Whenever we come across anything which is unfamiliar, may it be an object, event or situation, our mind is stirred by questions which may help us in knowing more about the object of our curiosity. Nature has gifted us with the tool of curiosity for learning more and more about environment. It is common to observe children asking lot of questions about anything which arouses curiosity. According to Singh (1995), “Whenever we are in a process of finding out or investigating through questions, we are in the process of inquiry. From a simple array of questions, if the inquiry takes the form of disciplined and systematic approach, it becomes the spirit of scientific method”. The present study was an attempt to implement the Inquiry Training Model on standard VIII students of Vadodara city to teach science. The programme was found to be effective in terms of the achievement of the students. Also the opinion of the students proved the programme to be effective. It was also a good learning experience for the students. Inquiry Training Model is effective in terms of arising curiosity in students, better retention of the concepts, generating interest in students and provoking them to ask questions and interact in class. The results of the study shows that if regular classroom science teaching is made activity based and interactive then it will definitely positively affect the learning and achievement of the students.

Author for correspondence

Allport., G. W. (1973). Educational Psychology. New Delhi: Nilkamal Publication Pvt. Ltd. Amin, J. A. (2011). Development and implementation of and activity based science teaching programme for pre-service students and teachers. Unpublished Ph.D. thesis, CASE, Vadodara. Anderson, F. M. (1970). The act of questioning in the classroom. London: University of London Press ltd. Education and National Development. (1964-66). Report of Education Commission. New Delhi. NCERT. Gautam., (2002). A study of scientific attitude in relation to interest in science of IX class students of Allahabad city. Meeruet University, In Indian Education Abstracts. Vol (4), January- June. Joshi., M. M. (2006). Modern methods of teaching science. New Delhi: Cyber tech Publications. Joycee, B., Weil, M. & Calhoun, E. (2008).Models of teaching, New Delhi: Prentice hall of India pvt.ltd. Kozlow., J. M. 7 Nay, M. A. (1976). An approach to measure scientific attitudes. Scienceeducation, April-June. Menon., S. B. (1986). The study of a system of science education in the perspective of the processes of scientific inquiry.An unpublished Ph. D. thesis. The M. S. University of Baroda, Vadodara: CASE. Mohapatra, J. K. & Mahapatra, M. (1999). New dimensions in science curriculum : An operational approach. New Delhi. Common wealth publisher. Ministry of Human Resource Development., (1986). National Policy on Education. New Delhi: Government of India. Patel., R. C. (1997). A study of scientific attitude and its correlates among secondary school students of Vadodara city. An unpublished Ph.D. thesis. The M. S. University of Baroda, Vadodara: CASE. Richardson, J.S., Williamson, S. E. & Stotler, D. W. (1968). The education of science teachers. Ohio, Columbus: Charles E. Merril Company. Sanadhya., R. P. (1996). Personality characteristics and scientific attitude. Udaipur: Shiva Publishers Distributors. In Patel., R. C. (1997). A study of scientific attitude and its correlates among secondary school students of Vadodara city. An unpublished Ph. D. thesis. The M. S. University of Baroda, Vadodara: CASE. Singh, L. C. (1995). Inquiry training model: Teaching problem solving through discovery and questioning. In L.C. Singh (Ed).Multiple models of teaching for educators. New Delhi: Vikas publishing house pvt.ltd. Taradevi Report., (1956). In Sharma., R. C. (2003). Morden Science Teching, New Delhi: Dhanpat Rai Publishing Company Pvt. Ltd.