International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Physics Teaching Methods: Scientific Inquiry Vs Traditional Lecture
Dr Ashiq Hussain, Muhammad Azeem, Azra Shakoor

This research study compared scientific inquiry method and traditional lecture method of teaching. Scientific inquiry was divided in the three levels—guided scientific inquiry, unguided scientific inquiry and combination or mixed (guided & unguided) scientific inquiry. The major objective of this study was “to study the effect of three levels of scientific inquiry method and traditional method of teaching physics on students’ performance and their proficiency to apply the physics knowledge in real life situations. The pretest post test control group experimental design is used in this research study. Three experimental groups were taught by scientific inquiry. One of the experimental groups was taught by guided scientific inquiry; Second group was taught by unguided scientific inquiry and third was taught by combination scientific inquiry and fourth group was taught by traditional method. Groups were randomly chosen for the treatment. Pretest was used groups equivalence and posttest was used to compare students’ achievement in physics. Research explored that there is significant effect of guided, unguided and combination scientific inquiry on the students’ achievement than traditional physics teaching method and their proficiency to apply the concepts of chemistry in real situations.

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