Development of understanding and quality the inquiry-based teaching among in-service science teachers using a teacher professional development program

Abstract

The purpose of this research is to develop a teacher professional development program using Inquiry-based, develop the knowledge of science pedagogy of elementary science teachers with a teacher professional development program using Inquiry-based. and to develop the teaching quality of elementary science teachers through a teacher professional development program using Inquiry-based. The sample consisted of 20 elementary science teachers who participated in the training and development, after the development training, 12 people can follow up. The researcher collected the data with a quiz to assess their understanding of the five essential features of inquiry. Using the five essential features of inquiry of the National Research Council's and the level of inquiry of Zion & Mendelovicil. Conducted a Lakin & Wallace tracing teaching activity survey, including class observations, and assessing the learning management plan with a teaching quality assessment developed from Science Teacher Inquiry Rubric (STIR). That the researcher translated into Thai. It consists of 5 main topics, 6 sub topics, and subtopic behavior. Based on the concept of Karen Beer and Alec Bodzin, and an assessment of the teaching level of knowledge based on the quality criteria of Deborah and Leyton translated into Thai by the researcher, and adjusted to suit the assessment. The statistics used for data analysis consisted of percentage, mean, standard deviation. and t-test. The results of the research were found that the teacher professional development program using inquiry based consisted of 4 parts: part 1, pre-development assessment, part 2, knowledge development. It consists of 4 activities: (1) knowledge examination activity (2) Inquiry-based teaching activity (3) Inquiry-based teaching activity development (4) Inquiry-Based Professional Development Friend Club, Part 3. Integration with Practice and Part 4 Post-Development Assessment. As a result, the sample group had a statistically significant difference in the five essential features of inquiry, with the score of understanding pre-development and post-development understanding at the .05 level. The ability to organize inquiry based activity is higher.