Teachers’ Perspectives Implementing Inquiry-Based
Learning in the International Baccalaureate Primary Years
Program

Constance Marie Bahn; Chris Cale; Anastashia Metros; Sunddip Panesar-Aguilar; Michelle McCraney

doi:https://doi.org/10.56201/ijssmr.v8.no2.2022.pg90.100

📄 Download Paper

Teachers’ Perspectives Implementing Inquiry-Based Learning in the International Baccalaureate Primary Years Program

Constance Marie Bahn , Chris Cale , Anastashia Metros,Sunddip Panesar-Aguilar,Michelle McCraney

Abstract

The International Baccalaureate Primary Years Program (IBPYP) curriculum for students ages 3–12 is implemented using inquiry-based learning. However, there is a lack of understanding of primary international teachers’ perspectives about implementing inquiry-based learning in this setting. This basic qualitative study's purpose and research question addressed the identified lack of understanding about international IBPYP teachers’ perspectives in an urban setting in the International Baccalaureate Africa, Europe, and Middle East region about their implementation of inquiry-based learning. The Reggio Emilia approach served as the conceptual framework of this study. Data were gathered from 11 participants through semi-structured interview questions, triangulated through a researcher journal, audit trail, and thick descriptions during a deductive and inductive coding process. The results of this study indicated six themes emerging from the data: how teachers plan their units, training required, the flexibility of curriculum, student-centered instructional strategies, maintaining a learner-centered focus, and limitations to implementation. The findings of this study could help educators improve their implementation of the inquiry-based learning component of the IBPYP and aid administrators in evaluating the school schedule and teacher training. Recommendations include studies focused on how teachers implement inquiry-based learning and administrators’ role related to implementation, which could create positive social change with future educators meeting the learning outcomes reported in past studies about the IBPYP.

Keywords

Inquiry-based learningCurriculumTeacher instructionStudent-centered learning

References

Alameddine, M., & Ahwal, H. (2016). Inquiry based teaching in literature classrooms. Procedia-Social and Behavioral Sciences, 232(2016), 332-337. https://doi.org/10.1016/j.sbspro.2016.10.031 Ayyildiz, E., & Uzumcu, Ö. (2016). Uluslararas? E?itimde Bir Seçenek: Uluslararas? Bakalorya ?lk Y?llar Program? (IBPYP). Uluslararas? Erken Çocukluk E?itimi Çal??malar? Dergisi, 1(2), 64-73. http://ijeces.hku.edu.tr/en/pub/issue/22946/355308 Boal, A., & Nakamoto, J. (2020). School change: How does IB Primary Years Programme implementation impact school climate? https://ibo.org/contentassets/af50aa7dc14a4ce4bcc4381dd706c415/pyp-school-change- full-report.pdf Brown, K. (2018). The Reggio Emilia approach (Research Starters Education 1). EBSCO Online Database Research Starters—Education. https://connection.ebscohost.com/c/articles/31962648/reggio-emilia-approach Buabeng, I., & Akuamoah-Boateng, C. (2019). Teaching as inquiry: Teachers understanding and its implication for teaching and learning. World Journal of Education, 9(6), 45-56. https://doi.org/10.5430/wje.v9n6p45 Dickson, A., Perry, L. B., & Ledger, S. (2018). Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature. Journal of Research in International Education, 17(3), 240–261. https://doi.org/10.1177%2F1475240918815801 Dix, K., & Sniedze-Gregory, S. (2020). The impact of the IB primary years programmed (PYP) on student well being and other related social-emotional outcomes. International Baccalaureate Organization. https://research.acer.edu.au/well_being/12 Elliott, E. (2005). Reggio Emilia childhood program. In N. J. Salkind, Encyclopedia of Human Development, 1(2005), 1071-1071. SAGE Publications, Inc. Gurkan, B. (2021). Transdisciplinary integrated curriculum: An analysis of teacher experiences through a design model within the framework of the IB –PYP. Participatory Educational Research, 8(1), 176-199. https://doi.org/10.17275/per.21.10.8.1 Harris, G. (2017). Implementing inquiry-based learning through collaboration. Teacher Librarian, 44(3), 26–29. ProQuest. https://www.proquest.com/magazines/implementing- inquiry-based- learning-through/docview/1877698105/se-2?accountid=14872 Hitt, A. M., & Smith, D. (2017). Filling in the gaps: An explicit protocol for scaffolding inquiry lessons. Science Educator, 25(2), 133–141. (EJ1132102). ERIC. https://files.eric.ed.gov/fulltext/EJ1132102.pdf International Baccalaureate Organization. (2019a). What is the PYP? Retrieved from https://ibo.org/programmes/primary-years-programme/what-is-the-pyp/ International Baccalaureate Organization. (2019b). Learn more about the IB: What is an IB education? https://www.ibo.org/globalassets/what- is-an- ib-education-en.pdf International Baccalaureate Organization. (2020). Programmes: Primary years programme: Curriculum. Retrieved https://ibo.org/programmes/primary-years-programme/curriculum/ Lau, C., Kitsanta, A., Miller, A. D., & Drogin Rogers, E. B. (2018). Perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics: a study of international baccalaureate primary years programme students. Social Psychology of Education 21(3), 603-620. https://doi.org/10.1007/s11218-018-9431-4 Ledger, S. (2017). International Baccalaureate standards and practices as reflected in literature (2009-2016). The International Schools Journal; Petersfield, 37(1), 32–44. ProQuest. https://www.proquest.com/scholarly-journals/international-baccalaureate-standards- practices/docview/1974967631/se-2?accountid=14872 Lochmiller, C. R., Lucero, A., & Lester, J. N. (2016). Challenges for a new bilingual program: Implementing the International Baccalaureate primary years programme in four Colombian schools. Journal of Research in International Education, 15(2), 155–174. https://doi.org/10.1177/1475240916660803 Malaguzzi, L. (1993). For an education based on relationships. Young Children, 49(1), 9–12. https://www.reggioalliance.org/downloads/malaguzziyoungchildren.pdf Mutammimah, H., Rochsantiningsih, D., & Asib, A. (2019). Inquiry-based learning in English teaching at a candidate school of IB PYP: Implementation and benefits. Langkawi: Journal of The Association for Arabic and English, 5(2), 115–126. https://doi.org/10.31332/lkw.v5i2.1297 Qarareh, A. O. (2016). The effect of using the constructivist learning model in teaching science on the achievement and scientific thinking of 8th grade students. International Education Studies, 9(7), 178-196. https://doi.org/10.5539/ies.v9n7p178 Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications. Savage, M. J., & Drake, S. M. (2017). Living transdisciplinary curriculum: Teachers’ experiences with the International Baccalaureate’s primary years programme. International Electronic Journal of Elementary Education, 9(1), 1-20. https://www.iejee.com/index.php/IEJEE/article/view/142/139 Steffen, V., & Bueno-Villaverde, Á. (2018). Perceived difficulties between early years and primary teachers in International Baccalaureate primary years programme implementation. Journal of Research in International Education, 17(2), 116-133. https://doi.org/10.1177/1475240918791244 Van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: Towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450–469. https://doi.org/10.1080/09500693.2016.1147660 Walker, A., & Lee, M. (2018). Weaving curriculum connections in International Baccalaureate (IB) schools. Peabody Journal of Education, 93(5), 468-485. https://doi.org/10.1080/0161956X.2018.1515837 Walker, A., Lee, M., & Bryant, D. A. (2016). Development and validation of the International Baccalaureate Learner Profile Questionnaire (IBLPQ). Educational Psychology, 36(10), 1845–1867. https://doi.org/10.1080/01443410.2015.1045837 Wright, E., Lee, M., Tang, H., & Chak Pong Tsui, G. (2016). Why offer the International Baccalaureate middle years programme? A comparison between schools in Asia-Pacific and other regions. Journal of Research in International Education, 15(1), 3–17. https://doi.org/10.1177/1475240916635896

Teachers’ Perspectives Implementing Inquiry-Based Learning in the International Baccalaureate Primary Years Program

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH