The implementation of scientific inquiry skills in primary teacher training colleges in Kenya

Abstract

This report investigates the implementation of scientific inquiry skills in a primary teacher training college, as a possible solution to transforming science education in primary classrooms. The current practice is that primary science tutors prepare pre-primary science teachers who do not have the prerequisite skills. According to this report, scientific inquiry skills are required for extensive and diverse learnercentred interactions and hands-on activities that centre on the application of science to improve a learner’s scientific literacy. The study sought to identify the scientific inquiry skills that primary science tutors need to develop in pre-service primary science teachers. Five scientific inquiry skills were targeted: observation, questioning, experimentation, investigation and critical thinking. A qualitative approach and a case study design were used. Data was collected using semistructured face-to-face interviews, classroom observation, focus group discussion and document analysis. The findings revealed inadequate utilisation of scientific inquiry skills in the pre-service science classroom, due to inadequate exposure of primary science tutors to such scientific inquiry skills in the Initial Teacher Education curriculum. This report suggests that there is a need to integrate and utilise, adequate scientific inquiry skills in the Initial Teacher Education curriculum, in order to adequately prepare primary science tutors. It is also necessary to integrate scientific inquiry skills in the in-service retraining of primary science tutors and in the induction course for those entering primary teacher preparation colleges.