TY - CHAP

T1 - Teachers' beliefs about and dispositions towards Inquiry-based Science Education

AU - Hofer, Elisabeth

AU - Koliander, Brigitte

AU - Puddu, Sandra

PY - 2021

Y1 - 2021

N2 - Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.

AB - Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.

KW - Didactics of sciences education

M3 - Article in conference proceedings

SP - 16

EP - 25

BT - Project-based Education and other activating Strategies in Science Education XVIII.

A2 - Rusek, Martin

A2 - Tothova, Martina

A2 - Vojir, Karel

PB - Charles University, Prague

CY - Prague

T2 - Project-Based Education and Other Activating Strategies in Science Education 2020

Y2 - 5 November 2020 through 6 November 2020

ER -