“I Know It’s So Good, But I Prefer Not To Use It” An Interpretive Investigation of Jordanian Preservice Elementary Teachers’ Perspectives about Learning Biology Through Inquiry

Many researchers emphasize the significance of employing inquiry learning in shaping preservice elementary teachers ’ tendencies to teach science. Using an interpretive research methodology, this study examined the influence of employing an inquiry-based teaching approach on teaching biology to preservice elementary teachers at the Hashemite University in Jordan. The purpose was to explore 3 teachers ’ perspectives of the teaching approach as well as to examine the effect of taking such courses on their future intentions to use inquiry. Findings indicated that participants were generally supportive of an inquiry-based learning strategy as they saw value in the inquiry experience provided from their course. Finally, the study suggested that support should be devoted to encourage the continuation and development of inquiry-based laboratories to better prepare prospective teachers. Furthermore, collaboration between postsecondary science teachers and science educators should be established to promote understanding of inquiry learning. Throughout the past five decades (1960s–present), the field of science education has witnessed several calls for reforming the whole process of science teaching and learning at schools. More recently in the United States, for example, several documents that aimed at reforming science teaching were produced