Social sciences teachers’ perceptions and implementation of inquiry learning: A comparative study between two local senior secondary schools

Lin DING, Tin Yau Joe LO, Sze Ho Alex HUNG

Research output: Contribution to conferencePaper

Abstract

Inquiry learning (IL) is one of the most prominent features of the New Senior Secondary Curriculum reform and has become a major approach in the teaching and learning of many subjects. However, it remains open to what teachers’ perception of IL is and what extent IL is actually used in day-to- day teaching. In the study presented here we elaborate— from the perspective of social science teachers—the current status of IL in day-to-day teaching and the difficulties they encountered in implementing IL, based on the analysis of relevant data collected from a survey, interviews, classroom observations and documents. Further, in order to gain insights on multiple factors that influence teachers’ perception and implementation of IL, a comparative study between two case schools was conducted. We present selected results from this comparative study that for the first time provides general ideas of senior secondary social science teachers’ perceptions and current use of IL, as well as how school context, curriculum and measurement, the support from students and parents affect teachers’ perceptions and implementation of IL in the context of Hong Kong.
Original languageEnglish
Publication statusPublished - Feb 2015

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secondary school
social science
teacher
learning
Teaching
curriculum
school
Hong Kong
parents
classroom
reform
interview
student

Citation

Ding, L., Lo, T. Y. J., & Hung, S. H. A. (2015, February). Social sciences teachers’ perceptions and implementation of inquiry learning: A comparative study between two local senior secondary schools. Paper presented at the Comparative Education Society of Hong Kong (CESHK) Annual Conference 2015: Developing scholarship in comparative education, The University of Hong Kong, China.