Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study. / Hofer, Elisabeth; Lembens, Anja.
Electronic Proceedings of the ESERA 2017 Conference. : Research, Practice and Collaboration in Science Education, Part 18. ed. / Odilla Finlayson; Eilish McLoughlin; Sibel Erduran; Peter Childs. Dublin, Ireland : Dublin City University, 2018. p. 2344-2353.Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study
AU - Hofer, Elisabeth
AU - Lembens, Anja
N1 - (co-ed. Iva Stuchlíková and Robert Evans)
PY - 2018
Y1 - 2018
N2 - Although inquiry-based learning (IBL) has been a component of the Austrian curricula for chemistry for several years, it is implemented only rarely in schools. Even after attending a workshop-series regarding IBL teachers stated to not feel confident to implement IBL in their own classes. The professional development programme presented in this article aims to support teachers in gaining both experience and expertise in planning, applying and reflectingIBL in the framework of a Lesson Study. In collaboration with three chemistry teachers, a case study was conducted to identify useful structural elements as well as scaffolding strategies when implementing IBL in secondary chemistry classes. In addition, it is investigated in how far the professional development programme influences the teachers’ concept of IBL, their professional knowledge and skills, as well as their attitude towards IBL. In this article, the IBL units as well as the Lesson Study processare described in detail. The participating chemistry classes are characterised briefly and methods of data collection and data analysis are presented. Moreover, insights into first results are provided
AB - Although inquiry-based learning (IBL) has been a component of the Austrian curricula for chemistry for several years, it is implemented only rarely in schools. Even after attending a workshop-series regarding IBL teachers stated to not feel confident to implement IBL in their own classes. The professional development programme presented in this article aims to support teachers in gaining both experience and expertise in planning, applying and reflectingIBL in the framework of a Lesson Study. In collaboration with three chemistry teachers, a case study was conducted to identify useful structural elements as well as scaffolding strategies when implementing IBL in secondary chemistry classes. In addition, it is investigated in how far the professional development programme influences the teachers’ concept of IBL, their professional knowledge and skills, as well as their attitude towards IBL. In this article, the IBL units as well as the Lesson Study processare described in detail. The participating chemistry classes are characterised briefly and methods of data collection and data analysis are presented. Moreover, insights into first results are provided
KW - Didactics of sciences education
KW - inquiry-based learning
KW - teacher professional development
KW - chemistry education
M3 - Article in conference proceedings
SP - 2344
EP - 2353
BT - Electronic Proceedings of the ESERA 2017 Conference.
A2 - Finlayson, Odilla
A2 - McLoughlin, Eilish
A2 - Erduran, Sibel
A2 - Childs, Peter
PB - Dublin City University
CY - Dublin, Ireland
ER -