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Donnish Journal of Educational Research and Reviews

July 2017 Vol. 4(1), pp. 001-007

Copyright © 2017 Donnish Journals




Original Research Paper


Influence of Teacherís Knowledge of Content on Effective use of Inquiry- Based Approach in Teaching Preschool Science in Migori County, Kenya


Ganira Khavugwi Lilian and Odundo Paul Amolloh*

Department of Educational Communication and Technology, University of Nairobi, Kenya.

Corresponding Author's Email: odundopaul@yahoo.com

Accepted 241st July, 2017.



Abstract


Teachersí background knowledge in science, professional development in teaching methods, and effective use of instructional resources are indispensable components for effective use of inquiry-based instruction in pre- school. Successful use of inquiry-based approach provides pre-school children opportunities for improving abilities in reasoning and experiences in enhancing early stage of cognitive development and understanding of science concepts. Since preschool is where children receive initial formal training in science, teachers require extensive exposure to scientific contents and methods critical for achieving problem-solving techniques. However, teacher education programmes regularly overlook content as an integral part of teaching. As a result, many studies have focused on aspects of teaching, but more often limited attention is given on understanding of content. Hence the study examined the influence of teacherís knowledge of content on effective use of inquiry- based approach in teaching preschool science. The study applied descriptive survey method to source for information. Primary data was sourced from preschool teachers both from the public and private sector in Migori County through questionnaires, and an observation schedule. Data collected was recorded, analyzed, interpreted and presented in tables using frequencies and percentages. A mixture of probability and non-probability sampling procedures were used to select 63 preschool teachers for inclusion in this study. Findings illustrated that teachers with background knowledge in Science successfully employed inquiry-based instruction. Even though this approach is good, professional development does not influence inquiry-based method but knowledge of science content does. The study recommends teacher training institutions to incorporate pedagogical practices coherent with hands-on experiences in preparation programmes for preschool science. Kenya Institute of Curriculum Development should design appropriate pre-school curriculum for teaching and learning science as well as create awareness on the importance of inquiry-based instructional method.

Keywords: Content knowledge, Inquiry-based approach, Pre-school science, Teacher knowledge, Professional development.

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Cite This Article:

Ganira Khavugwi Lilian and Odundo Paul Amolloh. Influence of Teacherís Knowledge of Content on Effective use of Inquiry- Based Approach in Teaching Preschool Science in Migori County, Kenya. Donnish Journal of Educational Research and Reviews 4(1) 2017 pp. 001-007.


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