ENHANCING PRESERVICE PHYSICS TEACHERS’ SCIENTIFIC INQUIRY SKILLS THROUGH PHOTONICS EXPLORER KIT-SUPPORTED INQUIRY ACTIVITIES / AMÉLIORATION DES COMPÉTENCES D’INVESTIGATION SCIENTIFIQUE DES FUTURS ENSEIGNANTS DE PHYSIQUE GRÂCE À DES ACTIVITÉS REPOSANT SUR LE KIT PHOTONICS EXPLORER
Abstract
Scientific inquiry skills are a central component of science teacher education, yet preservice teachers often have limited opportunities to engage in sustained, inquiry-oriented practical work, particularly in resource-constrained contexts. This study examined how a Photonics Explorer Kit-supported intervention influenced the development of preservice physics teachers’ Scientific Inquiry skills, collaborative and critical thinking skills within a structured learning environment. Guided by a multidimensional conceptualisation of inquiry and an Educational Design Research approach, the study involved two iterative cohorts of Bachelor of Physics Education students who participated in a 10-lesson optics intervention organised using the 7E instructional model. Data were collected through a two-tier diagnostic test, lesson observations, questionnaires, reflective journals, and a researcher's logbook. Inferential analysis conducted for the first cohort revealed a statistically significant improvement in inquiry-related performance (t (51) = 25.78, p < .001), with a very large effect size (d = 1.95), indicating a substantial impact of the intervention. Descriptive comparisons across cohorts further showed consistent patterns of improvement, with the second cohort demonstrating slightly stronger outcomes following iterative refinement of the instructional design. Findings indicate that inquiry skill development was multidimensional and uneven. Observable and participatory practices showed stronger gains, while more complex practices, including experimental design and knowledge transfer, remained comparatively less developed. The study advances a multidimensional account of inquiry development by demonstrating how combined material and instructional scaffolds shape differential skill growth and highlights the role of iterative design in strengthening inquiry-based teacher education in resource-constrained teacher education.
Les compétences d'investigation scientifique constituent un élément central de la formation des enseignants de sciences. Pourtant, les futurs enseignants ont souvent des opportunités limitées de s'engager dans des travaux pratiques durables et axés sur l'investigation, en particulier dans des contextes de pénurie de ressources. Cette étude a examiné comment une intervention s'appuyant sur le kit Photonics Explorer a influencé le développement des compétences d'investigation scientifique, ainsi que des compétences de collaboration et d'esprit critique de futurs enseignants de physique au sein d'un environnement d'apprentissage structuré. Guidée par une conceptualisation multidimensionnelle de l'investigation et une approche de recherche en design pédagogique (Educational Design Research), l'étude a impliqué deux cohortes itératives d'étudiants en licence de l'enseignement de la physique (Bachelor of Physics Education) ayant participé à une intervention de 10 leçons d'optique organisée selon le modèle pédagogique des 7E. Les données ont été recueillies au moyen d'un test diagnostique à deux niveaux, d'observations de leçons, de questionnaires, de journaux de réflexion et d'un journal de bord du chercheur. L'analyse inférentielle menée pour la première cohorte a révélé une amélioration statistiquement significative des performances liées à l'investigation ($t(51) = 25,78$, $p < ,001$), avec une taille d'effet très importante ($d = 1,95$), indiquant un impact substantiel de l'intervention. Des comparaisons descriptives entre les cohortes ont également montré des schémas d'amélioration constants, la deuxième cohorte affichant des résultats légèrement supérieurs suite à l'affinement itératif de la conception pédagogique. Les résultats indiquent que le développement des compétences d'investigation est multidimensionnel et inégal. Les pratiques observables et participatives ont enregistré les gains les plus importants, tandis que les pratiques plus complexes, notamment la conception expérimentale et le transfert de connaissances, sont restées comparativement moins développées. L'étude propose un compte rendu multidimensionnel du développement de l'investigation en démontrant comment la combinaison d'échafaudages matériels et pédagogiques façonne la croissance différentielle des compétences, et met en évidence le rôle de la conception itérative dans le renforcement de la formation des enseignants basée sur l'investigation au sein d'institutions de formation d'enseignants aux ressources limitées.
Keywords
Full Text:
PDFReferences
Abedi, E. A., Agyei, D. D., & Voogt, J. (2024). Preparing pre-service teachers to teach with information and communication technologies: Reflections from Ghana. Cambridge Journal of Education 54. https://doi.org/10.1080/0305764X.2024.2355215
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305
Babalola, F. E., Lambourne, R. J., & Swithenby, S. J. (2020). The real aims that shape the teaching of practical physics in sub-Saharan Africa. International Journal of Science and Mathematics Education, 18, 259–278. https://doi.org/10.1007/s10763-019-09962-7
Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science (pp. 1–14). Springer. https://doi.org/10.1007/978-1-4020-5814-1_1
Chen, C. T., & She, H. C. (2015). The effectiveness of scientific inquiry with/without integration of scientific reasoning. International Journal of Science and Mathematics Education, 13(1), 1-20. https://doi.org/10.1007/s10763-013-9508-7
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
Delgado-Iglesias, J., Reinoso-Tapia, R., & Bobo-Pinilla, J. (2024). Estimating the competence of preservice primary teachers to use inquiry and their willingness to apply it in the classroom. International Journal of Science and Mathematics Education, 22(3), 469-490. https://doi.org/10.1007/s10763-023-10377-8
DeStefano, P. R., & Widenhorn, R. (2024). Open inquiry opens doors to intriguing optics experiments at home: A case study. Physical Review Physics Education Research, 20(1). https://doi.org/10.1103/PhysRevPhysEducRes.20.010108
Eisenkraft, A. (2003). A proposed 7E model emphasises “transfer of learning” and the importance of eliciting prior understanding. The Science Teacher, 70(6), 56–59. Retrieved from https://www.proquest.com/openview/b1cdf46a37b54b6e912b859498cad639/1.pdf?pq-origsite=gscholar&cbl=40590
Fulmer, G. W., Chu, H. E., Treagust, D. F., & Neumann, K. (2015). Is it harder to know or to reason? Analysing two-tier science assessment items using the Rasch measurement model. Asia-Pacific Science Education, 1(1), 1-16. https://doi.org/10.1186/s41029-015-0005-x
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Galili, I., & Hazan, A. (2000). Learners' knowledge in optics: interpretation, structure and analysis. International Journal of Science Education, 22(1), 57-88. https://doi.org/10.1080/095006900290000
García-Carmona, A. (2019). Pre-service primary science teachers’ abilities for solving a measurement problem through inquiry. International Journal of Science and Mathematics Education, 17(1), 1-21. https://doi.org/10.1007/s10763-017-9858-7
Gizaw, A., & Sota, C. (2023). Improving science process skills of students: A review of literature. Science Education International, 34(3), 216–224. Retrieved from https://www.icaseonline.net/journal/index.php/sei/article/view/526
Gülen, S. (2019). Development of critical thinking skills scale for science lessons. European Journal of Education Studies, 6(4), 162–179.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Irwanto, I. (2023). Improving Preservice Chemistry Teachers' Critical Thinking and Science Process Skills Using Research-Orientated Collaborative Inquiry Learning. Journal of Technology and Science Education, 13(1), 23-35. https://doi.org/10.3926/jotse.1796
Johnson, R. B., & Christensen, L. B. (2024). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications. Retrieved from https://books.google.ro/books/about/Educational_Research.html?id=mlTW0AEACAAJ&redir_esc=y
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 2(3), 138–147. Retrieved from https://files.eric.ed.gov/fulltext/ED543992.pdf
McKenney, S., & Reeves, T. C. (2013). Educational design research. In Handbook of research on educational communications and technology (pp. 131-140). New York, Springer New York. Retrieved from https://books.google.ro/books/about/Conducting_Educational_Design_Research.html?id=CpcnCEQlfL0C&redir_esc=y
Mugabekazi, J. C., Mukanziza, J., Nizeyimana, P., & Manirahari, P. (2025). Integrating collaborative learning strategies in the curriculum: Enhancing critical thinking and communication skills in primary education. European Journal of Education Studies, 12(3). https://doi.org/10.46827/ejes.v12i3.5848
National Council for Curriculum and Assessment [NaCCA]. (2018). National pre-tertiary education curriculum framework for developing subject curricula. Ministry of Education, Ghana. Retrieved from https://nacca.gov.gh/wp-content/uploads/2019/04/National-Pre-tertiary-Education-Curriculum-Framework-final.pdf
National Research Council, Board on Science Education, & Committee on Guidance on Implementing the Next Generation Science Standards. (2015). Guide to implementing the next generation science standards. National Academies Press.
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1
Özer, F., & Sarıbaş, D. (2023). Exploring pre-service science teachers’ understanding of scientific inquiry and scientific practices through a laboratory course. Science & Education, 32(3), 787-820. https://doi.org/10.1007/s11191-022-00325-3
Plomp, T. (2013). Educational design research: An introduction. Educational design research, 1, 11-50. Retrieved from https://ris.utwente.nl/ws/portalfiles/portal/14472302/Introduction_20to_20education_20design_20research.pdf
Prasad, A., Debaes, N., Cords, N., Fischer, R., Vlekken, J., Euler, M., & Thienpont, H. (2012). Photonics Explorer: Revolutionizing photonics in the classroom. In Optics Education and Outreach II (vol. 8481, pp. 119-124). SPIE. https://doi.org/10.1117/12.979339
DOI: http://dx.doi.org/10.46827/ejes.v13i7.6839
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Cynthia Jebuni-Adanu
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
