Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning

Reviewer 1

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Reviewer’s comments

Response

Page No.

1

First, the literature review is too simplistic, only covering inquiry-based learning in science without discussing teacher performance level.

Your feedback was taken into consideration, and the necessary additions were made to address the literature related to teacher performance, in addition to the review on inquiry-based learning in science. We appreciate your suggestions for improving the quality and scope of the work.

Page 3
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111-119

Second, the research method is described as qualitative, but the subsequent analysis includes a significant amount of quantitative content. The relationship between qualitative and quantitative content, as well as how to answer research questions, is not clear.

Thank you for your comments and for highlighting the need to clarify the relationship between the qualitative and quantitative methods used in our study. To address this, we have incorporated a mixed-methods research approach, combining both qualitative and quantitative data collection methods based on inquiry-based teaching.

The qualitative aspect employs hermeneutic phenomenology, utilizing participant observation to describe pedagogical aspects in the classroom. This approach allowed for deeper insights into events and optimized pedagogical practice. We used an observation rubric aligned with the guided inquiry approach proposed by the Ministry of Education of Peru.

For the quantitative part, content analysis of the learning session stages (context, generation of the investigable question, inferences, and evaluation) was conducted. Inquiry questions were classified according to their taxonomy and complexity level. This classification was agreed upon by the research team and quantitatively analyzed using frequencies and percentages.

We hope this explanation clarifies how the qualitative and quantitative approaches are integrated and complement each other in our study and how these methods help us answer the research questions.

Page 4

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151-173

Third, the theoretical perspective of the article is unclear, particularly in relation to qualitative research, lacking an introduction and discussion of guiding theories.

Thank you for your comment. We have reviewed the article to clarify the theoretical perspective, particularly in relation to qualitative research.

In our study, we employed hermeneutic phenomenology as the theoretical basis, which focuses on understanding and describing pedagogical experiences in the classroom from the participants' perspectives. This theory guides our qualitative approach, allowing for a deep understanding of events and optimization of pedagogical practice.

Page 4

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151-159

Finally, the reference format is inconsistent and needs to be revised.

Thank you for your observation. We have reviewed and corrected the reference format to ensure consistency throughout the article. All citations and references now follow the same style and format, in accordance with the established guidelines.

Whole document

Reviewer 2

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Reviewer’s comments

Response

Page No.

2

In the abstract, it is better to clarify which type of inquiry-based learning was used (confirmatory, structured, guided, open or project work).

In the abstract, it is clarified that the open inquiry-based learning approach was used.

Page 1
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5-9

In line 34: ‘In accordance with the author's name and not [5]’.

Modified, thank you

Page 1

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34

In lines 47-53, a link is suggested between the PISA results in Peru and the research in the article.

In response to the reviewer's suggestion, a paragraph linking the PISA results in Peru with the research conducted in the article has been added.

Page 2

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64-66

In the introduction part, it is good that there are references, but you should expand more on the structure of your research. Both the abstract and the introduction lack a brief explanation of the methodology used. In the introduction part, you should also include the limitations of this study.

Thank you for your suggestion. We have expanded the structure of our research in both the abstract and the introduction to include a brief explanation of the methodology used. Additionally, we have added a section in the introduction that addresses the limitations of the study. We believe these changes provide a clearer and more comprehensive understanding of the focus and scope of our research.

Page 3-4

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106-173

In line 85, as in line 34, it is better to write the author's name and not [17]. The theoretical framework is poor; perhaps the following information can be added: the types of inquiry-based learning, the design of an Inquiry Based Learning activity, the application of the model in the classroom, inquiry-based teaching methodologies, and all these revolve around the creation of appropriate research questions.

The citation was corrected, and the author's name was included in lines 85 and 34. Additionally, the theoretical framework has been enriched by adding information about different types of inquiry-based learning, the design of Inquiry Based Learning activities, the application of the model in the classroom, inquiry-based teaching methodologies, all revolving around the creation of appropriate research questions.

Page 3

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106-126

Table 3 needs to be better arranged.

We have reorganized Table 3 to improve its clarity and presentation.

Page 3

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205-206

Why was the 50-50 likert scale chosen for the level reached by teachers in the development of the inquiry-based learning experience.

Thank you for your question. The choice of the 50-50 Likert scale for evaluating the level reached by teachers in the development of the inquiry-based learning experience is based on the need to provide both qualitative and quantitative analyses of teacher performance. Analytical scoring rubrics are scarce in research related to classroom performance of pre-service teachers, who consider that they should provide qualitative analyses based on performance level descriptions and quantitative analyses with an overall score. These assessments allow for feedback and self-reflection, thereby facilitating a better understanding and optimization of pedagogical practices.

The Peruvian Ministry of Education establishes the teacher performance evaluation rubric based on Domain 2: Teaching for Student Learning, with four levels. Levels I and II refer to inappropriate behaviors, while Levels III and IV refer to appropriate behaviors. This rubric analyzes student engagement in the learning process, performance measurement, behavior, development of creativity, critical thinking, and problem-solving in an environment of respect and closeness.

In this context, rubric-based observations imply a good observation based on an explicit understanding of what constitutes good instruction, following the official parameters of the subject approach taught, generated by each educational sector. Therefore, the rubric for inquiry in science will serve as a support for analyzing and understanding how teachers plan and elevate students' capacities toward scientific knowledge and practice.

Page 3-4

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127-173

What do the results of this research suggest in more detail for the design of teacher professional development strategies towards continuous improvement.

The results of this research suggest that, in the context of science education in Peru, it is necessary to advance towards a more comprehensive approach to the inquiry model. However, it is crucial for teachers to continue improving their skills in this area. It was found that teachers required more time to prepare learning experiences and showed resistance to being observed during inquiry practices. This study recommends conducting further research to analyze scientific competencies and attitudes, as well as the formulation of investigable questions in both in-service and pre-service teachers.

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392-399

Reviewer 3

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Reviewer’s comments

Response

Page No.

3

If researchable question is important, please provide a rationale for it. Why? How can teachers learn to construct good researchable questions? What are the characteristics of researchable questions? How does this relate to inquiry? The paper can include the definitions for types of inquiry.

he paper now includes the requested rationale for the importance of researchable questions, as well as an explanation of how teachers can learn to construct good researchable questions. Additionally, characteristics of researchable questions and their relation to inquiry have been included. Definitions for different types of inquiry have also been provided in the paper.

Page 3
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121-126

How do you use Figure 1 and Figure 2? It is necessary to explain it within the text.

The figures are already cited and explained in the text. Figure 1 illustrates the process of inquiry-based teaching in science and the formulation of Researchable Questions (IQs). Meanwhile, Figure 2 depicts the evaluation instrument used in the study.

Page 3,5

What does it mean to have students from the VI to VII cycles?

In the Peruvian educational system:

• Cycle VI: Encompasses the first and second years of secondary education.
• Cycle VII: Encompasses the third to fifth years of secondary education.

This is a phenomenology study with 6 in-service and 6 pre-service teachers. Phenomenology study is used for qualitative study, but the authors presented quantitative data by using SPSS and descriptive statistics.

This study employed a hermeneutic phenomenology approach, allowing for a deep understanding of teachers' experiences and perspectives regarding science teaching. While phenomenology is commonly associated with qualitative research, quantitative methods were integrated to complement and enrich the analysis. The inclusion of quantitative analysis, using tools such as SPSS and descriptive statistics, allowed for a more comprehensive and holistic understanding of the collected data. This mixed-methods approach is a common practice in qualitative research, enabling a more thorough exploration of the phenomena under study.

Page 3
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151-173

  Research design is not appropriate. It could be a survey study. The authors should reconsider and revise the methods section.

We appreciate your feedback. We have revised the methodology to ensure it is better aligned with the objectives of our study. Adjustments have been made to ensure a proper justification of the selected mixed-methods research design, which will allow us to comprehensively address the complexity of the phenomenon under study.

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151-173

The results should be presented in an appropriate way based on the design of the study.

The necessary adjustments have been made to ensure that the results are presented appropriately according to the study design.

Tables and figures should be well-explained.

Las tablas y figuras deben estar bien explicadas.

Tables and figures have been ensured to be properly explained and cited.