TY - CHAP

T1 - Scaffolding guided inquiry-based chemistry education at an inclusive school

AU - Klika, Dominic

AU - Abels, Simone Juliane

N1 - Conference code: 11

PY - 2016

Y1 - 2016

N2 - To implement an inclusive school system is a political obligation and an ethical imperative. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to teachers scaffolding students who learninquiry-based in inclusive classes. The study is conducted in cooperation with an Austrian inclusive urban middle school (grade 5 to 8), where students with different preconditions, experiences, skills, backgrounds etc.learn together.Specifically, within the framework of a qualitative case study, the focus lies upon guided inquiry-based learning environments and how a chemistryteacher scaffolds students’ learning in different teaching settings. This project strives for the explication of detailed and latent patterns in verbal and non-verbal teaching practices. Toachieve thorough explication video-based participant observations of contrasting cases were necessary. Different teaching approaches in an 8thgrade chemistry class were observed. The teaching approaches vary from IRE (initiation –response –evaluation) discourse to inquiry-based group work. The data analysis follows the principles of Grounded Theory. It has shown to be a useful and appropriate methodology for science education research as it analyses social phenomena systematically and comparatively. Thus, it allows for deep insights into authentic inclusive teaching and for the identification of scaffolding patterns and restrictions. The two approaches compared here (IRE and inquiry) can be distinguished by the strategies the teacher uses to scaffold students’ learning which allow fordifferent degrees ofparticipationand for the application ofdifferent skills. Influences of systemic boundaries become evident especially during the inquiry approach. The patterns in the teacher’s scaffolding will be explained in detailand implications for inclusive practice will be indicated

AB - To implement an inclusive school system is a political obligation and an ethical imperative. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to teachers scaffolding students who learninquiry-based in inclusive classes. The study is conducted in cooperation with an Austrian inclusive urban middle school (grade 5 to 8), where students with different preconditions, experiences, skills, backgrounds etc.learn together.Specifically, within the framework of a qualitative case study, the focus lies upon guided inquiry-based learning environments and how a chemistryteacher scaffolds students’ learning in different teaching settings. This project strives for the explication of detailed and latent patterns in verbal and non-verbal teaching practices. Toachieve thorough explication video-based participant observations of contrasting cases were necessary. Different teaching approaches in an 8thgrade chemistry class were observed. The teaching approaches vary from IRE (initiation –response –evaluation) discourse to inquiry-based group work. The data analysis follows the principles of Grounded Theory. It has shown to be a useful and appropriate methodology for science education research as it analyses social phenomena systematically and comparatively. Thus, it allows for deep insights into authentic inclusive teaching and for the identification of scaffolding patterns and restrictions. The two approaches compared here (IRE and inquiry) can be distinguished by the strategies the teacher uses to scaffold students’ learning which allow fordifferent degrees ofparticipationand for the application ofdifferent skills. Influences of systemic boundaries become evident especially during the inquiry approach. The patterns in the teacher’s scaffolding will be explained in detailand implications for inclusive practice will be indicated

KW - Didactics of sciences education

UR - https://www.esera.org/publications/esera-conference-proceedings/esera-2015

M3 - Article in conference proceedings

VL - Part 7

SP - 1030

EP - 1037

BT - Electronic Proceedings of the ESERA 2015 Conference

A2 - Andrée, Maria

A2 - Jimenez - Aleixandre, Maria Pilar

PB - University of Helsinki

T2 - 11th Conference of the European Science Education Research Association- ESERA Conference 2015

Y2 - 31 August 2015 through 4 September 2015

ER -