Sentence examples for implementing inquiry from inspiring English sources

To the credit of the Ministry of Education MOEE) in Singapore, it has sought to address many of the challenges faced by teachers in implementing inquiry lessons.

Long and Bae (2018) report on interviews with beginning primary school teachers where they discuss their conceptions of science inquiry and their challenges in implementing inquiry in their classes.

2) What are their challenges in implementing inquiry-based lessons?

To address the second research question, the third part reviews the literature on the challenges of implementing inquiry-based instruction.

Significant concerns that stop implementing inquiry-based instruction are: assessment conflicts between inquiry instruction and assessment demands and heavy content in the curriculum.

This action research project examines first year science teachers' conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons.

The study conducted by Tan et al. (2014) reveals an atypical set of concerns faced by Singapore teachers in terms of implementing inquiry-based lessons that differs significantly from constraints faced by their international counterparts.

The one-to-one semi-structured interview (Denscombe, 2010, p.175) was chosen to explore issues the beginner teachers faced in implementing inquiry-based lessons in order to gain insights into the teachers' feelings, opinions, and experiences.

This study analyzes teacher interviews and lesson observation with a qualitative research design to investigate two first-year science teachers' conceptions of science as inquiry, the challenges they face in implementing inquiry-based instruction, and provide an explanation that can cope with the complexity of the reality of teaching in a Singapore school.

Before moving to the third part of my literature review on the challenges of implementing inquiry-based instruction, it is necessary to clarify that this study will not be able to draw a distinction between beliefs and conceptions, simply because the instruments that are adopted in this study, the kind of data collected and the method of analysis do not allow me to distinguish between the two.

Teachers' conceptions of inquiry may affect how they implement inquiry in the science classroom (Breslyn & McGinnis, 2012; Crawford, 2007; Wallace & Kang, 2004).