Social sciences teachers' perceptions and implementation of inquiry learning: A comparative study between two local senior secondary schools

Social sciences teachers' perceptions and implementation of inquiry learning: A comparative study between two local senior secondary schools

• Ding, Lin The Hong Kong Institute of Education
• Lo, Tin Yau Joe The Hong Kong Institute of Education
• Hung, Sze Ho Alex

Comparative Education Society of Hong Kong (CESHK) Annual Conference 2015: Developing scholarship in comparative education (2015: The University of Hong Kong, Hong Kong, China)

• G 課程與教學:個別教學範疇
  • GE 社會科學、商業及法律
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

• Hong Kong

• 1997.7 onwards

• 中學教育

Inquiry learning (IL) is one of the most prominent features of the New Senior Secondary Curriculum reform and has become a major approach in the teaching and learning of many subjects. However, it remains open to what teachers’ perception of IL is and what extent IL is actually used in day-to- day teaching. In the study presented here we elaborate— from the perspective of social science teachers—the current status of IL in day-to-day teaching and the difficulties they encountered in implementing IL, based on the analysis of relevant data collected from a survey, interviews, classroom observations and documents. Further, in order to gain insights on multiple factors that influence teachers’ perception and implementation of IL, a comparative study between two case schools was conducted. We present selected results from this comparative study that for the first time provides general ideas of senior secondary social science teachers’ perceptions and current use of IL, as well as how school context, curriculum and measurement, the support from students and parents affect teachers’ perceptions and implementation of IL in the context of Hong Kong.

Paper presented at the Comparative Education Society of Hong Kong (CESHK) Annual Conference 2015: Developing scholarship in comparative education

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/a32902eb

2015-05-05