Abstract
The process of inquiry-based learning allows learners to identify a problem or develop a hypothesis, develop a process of inquiry, and report their findings (Keselman, 2003). Twenty-six preservice agriscience teachers at the University of Nebraska-Lincoln participated in focus groups to explore preservice agriscience teachers’ perceptions of developing and using science-based learning activities that use inquiry-based teaching methods. Qualitative data analysis allowed the following six themes to emerge: a) inquiry-based learning is a process, b) trainings and pre-made lessons, c) student- vs teacher-led, d) critical thinking and problem solving, e) age, skill, & prior knowledge of students, and f) time-consuming to design. These findings hold importance for adoption of inquiry-based learning not only at the instructor level, but also system-wide.
Recommended Citation
Porter, J.,
Conner, N. W.,
&
Stripling, C. T.
(2024). Preservice Agriscience Teachers’ Perception of Inquiry-Based Learning.
Journal of Human Sciences and Extension, 12(2), 10.
DOI: https://doi.org/10.55533/2325-5226.1514
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