This learning environment in the Philippines is probably similar to that of most developing nations. Unlike developed countries, students are provided with with adequa adequate, te, if not very very suffic sufficien ientt and varied varied,, instru instructi ctiona onall device devices s for classroo classroom m use to accommod accommodate ate students students with diverse diverse learning learning styles. On books alone, the 2003 TIMSS report (IEA 2004) reveals that 31% of students in Australia, 17% in Japan, and 24% in USA, have more than 200 books at home in contrast with only 3% in the Philippines. Eighty-three percent (83%) of students in Australia, 55% in Japan, and 79% in USA also use computers at home and in school to reinforce classroom instruction, as against 11% in the Philippines which is below the international average of 39%. While developed nations can attract bright people to their teaching work force because of relatively higher compensations, Filipino teachers' salary can hardly compare to that that in most most deve develo lope ped d coun countr trie ies s (Meh (Mehro rotr tra a & Bu Buck ckla land nd 19 1998 98). ). To illustrate, the 1998 UNICEF data indicate that Philippine teachers receive only an annual income of $2,066, while their counterparts in Japan, $28,770, and in the US, $24,780. Partialing-out consideration of the standard of living in these countries, the average teacher's salary in the Philippines can hardly compare with that of leadership in developed nations. In past centuries, constructivist ideas were not widely valued due to the perception that children's play was seen as aimless and of little importance. Jean Piaget did not agree with these traditional views, however. He saw play as an important and necessary part of the student's cognitive development and provided scientific evidence for his views. Today, constructivist theories are influential throughout much of the so-called informal learning sector. One good good exam exampl ple e of cons constr truc ucti tivi vist st lear learni ning ng in an info inform rmal al sett settin ing g is the the Investigate Centre at The Natural History Museum, London. Here visitors are encou encourag raged ed to explor explore e a collec collectio tion n of real real natur natural al histor history y specim specimens ens,, to practice some scientific skills and make discoveries for themselves.
Background While it is understood that educational reform efforts must take place within arge argerr syst system emic ic and and soci sociol olog ogic ical al cont contex exts ts,, the the hear heartt of inqu inquir iryy-ba base sed d instruction lies in the classroo classroom. m. In reviewing reviewing the research research literature literature on the effects effects of inquiryinquirybased instruction on stude tudent nt ach achieve ieveme men nt, we foc focus on thre three e inte interr rrel elat ated ed area areas s: 1) instructional materials; 2) instru instructi ctiona onall strate strategie gies; s; and 3) profes professio sional nal develo developme pment nt to prepar prepare e teachers to use nquiry-based materials and/or strategies.
