Teachers' perceptions and practices of inquiry-based learning in NSS liberal studies in Hong Kong

Abstract

The education of Hong Kong has long been criticized as spoon-feeding and exam-oriented. In response to this situation, Liberal Studies, a newly established subject, is implemented in the NSS Curriculum under revolutionary reform of education. The purpose of this research is to address the importance of inquiry-based learning emphasized in the NSS curriculum of Liberal Studies. Hence, the perceptions and practices of teachers on inquiry-based learning (IBL) are examined. A number of factors leading to their pedagogical choices can be illuminated. In the design of this research, qualitative research approach is adopted throughout the study. One participating school in Hong Kong is chosen for study .Three Liberal Studies teachers and six NSS classes (with 30 students each; about 180 students roughly 16-18 years old) are selected in the participating school. The results showed that Hong Kong Liberal Studies teachers generally have basic and comprehensive understanding of inquiry-based learning. Meanwhile, the teachers’ practices of inquiry-based learning are consistent with their perceptions. It is identified that there are only few discrepancies between perceptions and practices. The result significantly shows the inter-linkage between teacher’s perceptions and practices verifying the argument Song & Looi (2012) that the changes in teacher beliefs and changes in teaching practices are intertwined. The research also indicated that there are a number of factors affecting the implementation of inquiry-based learning.