Focusing on enquiry-based science education within a european in-service teacher education programme
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Electronic Proceedings of the ESERA 2015 Conference : Science Education Research: Engaging learners for a sustainable future. ed. / J. Lavonen; K. Juuti; J. Lampiselkä; A. Uitto; Kaisa Hahl. Vol. Part 14 European Science Education Research Association, 2016. p. 2544-2554.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Focusing on enquiry-based science education within a european in-service teacher education programme
AU - Lembens, Anja
AU - Abels, Simone Juliane
N1 - Conference code: 11
PY - 2016
Y1 - 2016
N2 - In empirical studies enquiry-based learning has turned out to be an effective approach to facilitatethe successful participation of students in science education at all attainment levels. However, despite being highly recommended, until now it is rarely put into practice. Reasons are that teachers are still striving for a common understanding of enquiry learning and struggle with the adaptation to their curriculum. Anotherreason isthat enquiry-based teaching sometimes demands a major shift in the existing classroom culture. Specific tasks and materials are needed toguide the teachers by giving them a precise idea of enquiry learning. Thus, to be able to conduct a recommended change in one’s own science class, teachers need to get the opportunity to learn about theoreticalconceptsof enquiry-based science education, to gainand reflect personal learning experiences through inquiry, and to gain experience in scaffolding students to master enquiry-based tasks.Theseopportunities are provided in the professional development courses for secondary science teachersdescribed in the following. The courses are part of the FP7 EU-project ‘Teaching Enquiry with Mysteries Incorporated’(TEMI,FP7-Science-in-Society-2012-1, Grant Agreement N. 321403).This paper is the second part within asymposium presented at ESERA 2015 focusingon the TEMI understanding of enquiry-based science education and givinginsight intoits implementation during the teacher education courses. We present the theoretical background of enquiry and illustrate the design of the materials rooted in thistheoretical concept.Anassociatedcore idea of TEMI is to sequence science lessons using the 5-E instructional model, which stands for the phases Engage, Explore, Explain, Elaborateand Evaluate. Thesephases provide a scaffold for students to learn fundamental scientific concepts.TEMI uses the 5-E model as wellto support teachers while planning their enquiry-based classes.Finally,some insight into the evaluation of the CPD-courses is provided.
AB - In empirical studies enquiry-based learning has turned out to be an effective approach to facilitatethe successful participation of students in science education at all attainment levels. However, despite being highly recommended, until now it is rarely put into practice. Reasons are that teachers are still striving for a common understanding of enquiry learning and struggle with the adaptation to their curriculum. Anotherreason isthat enquiry-based teaching sometimes demands a major shift in the existing classroom culture. Specific tasks and materials are needed toguide the teachers by giving them a precise idea of enquiry learning. Thus, to be able to conduct a recommended change in one’s own science class, teachers need to get the opportunity to learn about theoreticalconceptsof enquiry-based science education, to gainand reflect personal learning experiences through inquiry, and to gain experience in scaffolding students to master enquiry-based tasks.Theseopportunities are provided in the professional development courses for secondary science teachersdescribed in the following. The courses are part of the FP7 EU-project ‘Teaching Enquiry with Mysteries Incorporated’(TEMI,FP7-Science-in-Society-2012-1, Grant Agreement N. 321403).This paper is the second part within asymposium presented at ESERA 2015 focusingon the TEMI understanding of enquiry-based science education and givinginsight intoits implementation during the teacher education courses. We present the theoretical background of enquiry and illustrate the design of the materials rooted in thistheoretical concept.Anassociatedcore idea of TEMI is to sequence science lessons using the 5-E instructional model, which stands for the phases Engage, Explore, Explain, Elaborateand Evaluate. Thesephases provide a scaffold for students to learn fundamental scientific concepts.TEMI uses the 5-E model as wellto support teachers while planning their enquiry-based classes.Finally,some insight into the evaluation of the CPD-courses is provided.
KW - Didactics of sciences education
UR - https://www.esera.org/publications/esera-conference-proceedings/esera-2015
UR - https://www.mendeley.com/catalogue/ae7c080a-b1f4-3177-9bcb-97910c81c9c1/
M3 - Article in conference proceedings
VL - Part 14
SP - 2544
EP - 2554
BT - Electronic Proceedings of the ESERA 2015 Conference
A2 - Lavonen, J.
A2 - Juuti, K.
A2 - Lampiselkä, J.
A2 - Uitto, A.
A2 - Hahl, Kaisa
PB - European Science Education Research Association
T2 - 11th Conference of the European Science Education Research Association- ESERA Conference 2015
Y2 - 31 August 2015 through 4 September 2015
ER -