Qualitative Research on the Implementation of Inquiry-based Instruction

Pi-Hsia Wang¹, Pai-Lu Wu1, Hui-Ju Wu², Shu-Feng Tseng³ 
(1. Center for Teacher Education, Cheng-Shiu University, Taiwan; 2. World Language and Secondary Education Department, College of Education, University of South Florida; 3. Department of Applied Foreign Language, Cheng-Shiu University, Taiwan)

Abstract: This research was conducted to understand how inquiry-based instruction can be implemented in vocational schools. The aim of this study was to provide (1) an understanding of teachers’ ideas about teaching and an assessment of how their teaching experience will influence the implementation of inquiry-based instruction; (2) an analysis of factors that may influence the implementation of inquiry-based instruction; (3) suggestions for the future implementation of inquiry-based instruction.

Three teachers at vocational schools were interviewed to explore (1) their ideas about inquiry-based instruction and whether they anticipated adopting this approach; (2) their current teaching methods related to inquiry-based instruction (e.g., questioning or problem solving that promotes inquiry-based instruction); and (3) the effect of teaching materials and process on the effectiveness of inquiry-based instruction, the extent to which teachers were prepared for inquiry-based instruction, students’ motivation for and attitudes toward learning, and students’ academic abilities. The results of this research suggest that, in the future, experienced teachers should take the lead in inquiry-based instruction, with assistance from the school’s administrative resources.

Key words: inquiry-based instruction, curriculum and instruction, qualitative research