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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

Standard

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

Harvard

Hofer, E & Lembens, A 2018, Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study. in O Finlayson, E McLoughlin, S Erduran & P Childs (eds), Electronic Proceedings of the ESERA 2017 Conference. : Research, Practice and Collaboration in Science Education, Part 18. Dublin City University, Dublin, Ireland, pp. 2344-2353. <https://www.esera.org/esera-2017/>

APA

Hofer, E., & Lembens, A. (2018). Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study. In O. Finlayson, E. McLoughlin, S. Erduran, & P. Childs (Eds.), Electronic Proceedings of the ESERA 2017 Conference. : Research, Practice and Collaboration in Science Education, Part 18 (pp. 2344-2353). Dublin City University. https://www.esera.org/esera-2017/

Vancouver

Hofer E, Lembens A. Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study. In Finlayson O, McLoughlin E, Erduran S, Childs P, editors, Electronic Proceedings of the ESERA 2017 Conference. : Research, Practice and Collaboration in Science Education, Part 18. Dublin, Ireland: Dublin City University. 2018. p. 2344-2353

Bibtex

@inbook{6b815f22c91d42a488092e651d2f9ed3,
title = "Implementing aspects of inquiry-based learning in secondary chemistry classes: a case study",
abstract = "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{\textquoteright} 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",
keywords = "Didactics of sciences education, inquiry-based learning, teacher professional development, chemistry education",
author = "Elisabeth Hofer and Anja Lembens",
note = "(co-ed. Iva Stuchl{\'i}kov{\'a} and Robert Evans)",
year = "2018",
language = "English",
pages = "2344--2353",
editor = "Odilla Finlayson and Eilish McLoughlin and Sibel Erduran and Peter Childs",
booktitle = "Electronic Proceedings of the ESERA 2017 Conference.",
publisher = "Dublin City University",
address = "Ireland",

}

RIS

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 -

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Sowinski, R., Hofer, E. & Abels, S., 2025, In: Zeitschrift für Didaktik der Biologie (ZDB) - Biologie Lehren und Lernen. 30, 1, p. 25-48 24 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Inquiry-based learning as an approach to realize inclusive science education

Hofer, E. & Abels, S., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). Taylor and Francis Inc., p. 74-87 14 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

Entwicklung eines virtuellen Lernraums zum digitalen Kompetenzerwerb

Abels, S., Sowinski, R., Hofer, E., Rodenhauser, A. & Stinken-Rösner, L., 10.06.2024, Frühe naturwissenschaftliche Bildung : Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung 2023 . van Vorst, H. (ed.). Essen: Gesellschaft für Didaktik der Chemie und Physik, p. 938 - 941 4 p. (Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik; no. 50)(Tagungsband; vol. 44).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Evaluating A Teaching-Learning Sequence (TLS) About Acid-Base Reactions In Upper Secondary School

Krebs, R., Rost, M., Hofer, E. & Lembens, A., 2024, The 15th Conference of the European Science Education Research Association (ESERA): ESERA 2023; Proceedings Book Series I. Sardag, M., Kaya, G. & Sogut, M. (eds.). Ankara: Nobel Academic Publishing, p. 546-558 13 p.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

Herausforderungen in der Planungsphase offenen Forschenden Lernens

Fietkau, A., Hofer, E. & Abels, S., 10.06.2024, Frühe naturwissenschaftliche Bildung : Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung 2023 . van Vorst, H. (ed.). Essen: Gesellschaft für Didaktik der Chemie und Physik, p. 718-721 4 p. (Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik; no. 50)(Tagungsband; vol. 44).

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

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