Author: Mithlesh Kumar, Dr. Prasamita Mohanty & Dr. Rajesh Ekka
DOI Link: https://doi.org/10.70798/Bijmrd/04090004
Abstract: Science education needs a pedagogical approach which promotes scientific reasoning, practical skills, meaningful participation and equitable learning opportunities with conceptual understanding. However, present laboratory teaching method based on predetermined procedures, examination oriented practical works and teacher centered approach which may restrict learners’ opportunities to investigate phenomena, formulate questions, make decisions, interpret evidence and communicate scientific explanations. The present conceptual study examines Inquiry Based Laboratory Instructions (IBLI) as equity oriented pedagogical approach for promoting inclusiveness in science education. The study adopt a qualitative literature based conceptual methodology combining relevant theoretical perspectives, scholarly literature on inquiry based learning, empirical studies, laboratory instructions, science education and educational inclusion. This study focus on perspective of constructivism learning theory, social constructivism learning theory, experiential learning theory, inquiry based science education, equity, inclusion and also this paper develops a conceptual framework linking inquiry oriented laboratory processes with inclusive science learning. The framework identifies twelve dimensions of inclusiveness: equitable access, active participation, meaningful engagement, differentiated support, learner agency, collaborative learning, equitable role distribution, accessibility and flexibility, voice and expression, scientific competency development, inclusive assessment and sense of belonging and confidence. This study shows that IBLI can promote inclusiveness through accessible resources, collaborative participation, differentiated scaffolding and responsive instructional design.
Keywords: Inquiry Based Laboratory Instructions (IBLI), Laboratory Learning, Inclusiveness, Scientific Competencies, Educational Equity.
Page No: 37-46