Universal Journal of Educational Research Vol. 6(10), pp. 2280 - 2293
DOI: 10.13189/ujer.2018.061027
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Analysis of Canadian Inquiry-based Science Teaching Practices and its Implications for Reciprocal Learning

Geri Salinitri ^1,*, Stephanie Palazzolo ¹, Ruxandra Nahaiciuc ¹, Emilia Iacobelli ¹, Yuanrong Li ², George Zhou ^1
1 Faculty of Education, University of Windsor, Windsor, Canada
² Faculty of Chemistry and Chemical Engineering, Southwest University, Chongqing, China

ABSTRACT

As part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada and Southwest, China, we examined the commonalities and differences in secondary school Inquiry-based Teaching (IBT) in science between sister schools in Ontario, Canada and Southwest, China. Canadian and Chinese teachers' interpretations of inquiry through video-recorded lessons, qualitative observational annotations, and quantitative data collected via the EQUIP instrument were analyzed. Results suggest that there is a non-significant difference in application of IBT between secondary science teachers in Ontario, Canada and in Southwest, China between the reciprocal learning populations. Both populations are perceived to use inquiry-based teaching methods in their classrooms proficiently, and that students are more receptive at a higher cognitive level when teachers incorporate IBT.

KEYWORDS
Inquiry-based Teaching, Comparative Study, Secondary Science Teaching

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Geri Salinitri , Stephanie Palazzolo , Ruxandra Nahaiciuc , Emilia Iacobelli , Yuanrong Li , George Zhou , "Analysis of Canadian Inquiry-based Science Teaching Practices and its Implications for Reciprocal Learning," Universal Journal of Educational Research, Vol. 6, No. 10, pp. 2280 - 2293, 2018. DOI: 10.13189/ujer.2018.061027.

(b). APA Format:
Geri Salinitri , Stephanie Palazzolo , Ruxandra Nahaiciuc , Emilia Iacobelli , Yuanrong Li , George Zhou (2018). Analysis of Canadian Inquiry-based Science Teaching Practices and its Implications for Reciprocal Learning. Universal Journal of Educational Research, 6(10), 2280 - 2293. DOI: 10.13189/ujer.2018.061027.