Past and present challenges to enquiry learning in tertiary science education

Abstract

Early last century, educators bemoaned the quality of science learning, stating that it should be a process of enquiry where students learn a way of thinking, and knowing, rather than a process of rote memorisation of science content and facts to be regurgitated in exams. Dewey, Schwab and Bruner stated that for meaningful learning to occur students must engage in experiences reflecting the way science is done. In the 21st century, this narrative has re-emerged in curriculum documents worldwide and there is now a broader acceptance that science learning should be in some way reflective of the “doing” and “discovery” in science as well as meet the needs of citizens living in a supercomplex world. To create such an enquiry curriculum at the tertiary level we need academics who can develop learning and teaching experiences which provide enquiry research experiences for students that demonstrate the contestable and rigorously uncertain nature of scientific knowledge. This study asked academics for their perceptions of the success of implementing an enquiry pedagogy and developing an intentional curriculum. We found that although academics perceive certain curriculum drivers, such as enquiry, to be important, they perceived their own effectiveness in delivering these qualities in their teaching to be poor. It may be that academics cannot change the curriculum because they are restrained by structures, but the literature on science identity highlights that academics also reproduce structures. If we are to create a more enquiry and investigatory experience for students learning science then we need to surface any “defensive cynicism” and hidden disciplinary processes. Learning how to do the learning in the discipline will move our students forward into science research careers and produce graduates and citizens who are scientifically literate.