Open Inquiry Process in Special Science Class in Grade 8

Abstract

This study investigated the Open Inquiry Process (OpInPro) in Special Science Class in Grade 8. It also identified the perception of teachers and students on science process skills (SPS), approaches and drew the flow of the Open Inquiry Process in Science Investigation (OpInSI). Mixed Method Design was used in the study. Science teachers and grade eight students answered the survey questionnaire. The data were analyzed using Mann-Whitney U-test for the test of significance and conducted qualitative analysis of data to arrive at themes. Themes were formulated through analysis of students’ Meta cards in class and students’ responses during the Focus Group Discussions. Results revealed that there is no significant difference between the perception of teachers and students on the science process skills and open inquiry approaches. It was also found out that some integrated science process skills were less emphasized due to complexity and lack of practice. This study suggests reformed science learning and teaching emphasizing the need for focused open inquiry approach particularly hypothesizing, measuring, and concluding.