2017 Volume 58 Issue 1 Pages 55-64
Considering that learner-centered education is emphasized in upgrading the quality of education in developing countries, Japan’s educational experience is given weight in international educational cooperation, and inquiry-based teaching is emphasized in education in the Philippines, this article aims to clarify the knowledge of teachers required for structured inquiry-based teaching. The framework for analyzing teachers’ knowledge was developed based on Pedagogical Content Knowledge (PCK) research. In the field research, the participants’ science lessons were observed and analyzed after the workshops to master the scientific content, including scientific experiments. As a result, the knowledge to carry out a structured inquiry, which is required of teachers, is classified in three categories of knowledge: knowledge of students’ understanding, instructional strategies, and assessment. Also, the knowledge is described in three situations: presenting the problem that the experiment seeks to solve, explaining the method by which to conduct the experiment, and providing guidance in drawing conclusions from it.
