Inquiry-based learning and secondary chemistry education – a contradiction?

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Inquiry-based learning and secondary chemistry education – a contradiction? / Hofer, Elisabeth; Abels, Simone; Lembens, Anja.
In: RISTAL, No. 1/2018, 05.01.2018, p. 51-65.

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@article{7c03ab5e8935489ca228d180615553ff,
title = "Inquiry-based learning and secondary chemistry education – a contradiction?",
abstract = "Even though inquiry-based learning (IBL) has been a component of various curricula and standards for more than ten years and its implementation has been supported by several funding programs, it is still applied only rarely. The reasons for this are not only frequently mentioned obstacles, but also the teachers{\textquoteright} beliefs regarding IBL. In this article, it is exemplified what IBL means to five Austrian chemistry teachers and what contradictions between IBL and the curriculum emerge from this. For this purpose, a group discussion is analyzed to discern what teachers think IBL is. The results are contrasted with relevant literature as well as with the Austrian curriculum for chemistry. The findings are finally used to derive implications for designing an appropriate professional development program.",
keywords = "Didactics of sciences education, inquiry-based learning, chemistry education, curriculum, professional development, beliefs",
author = "Elisabeth Hofer and Simone Abels and Anja Lembens",
year = "2018",
month = jan,
day = "5",
doi = "10.23770/rt1811",
language = "English",
pages = "51--65",
journal = "RISTAL",
issn = "2616-7697",
publisher = "DE GRUYTER Poland",
number = "1/2018",

}

RIS

TY - JOUR

T1 - Inquiry-based learning and secondary chemistry education – a contradiction?

AU - Hofer, Elisabeth

AU - Abels, Simone

AU - Lembens, Anja

PY - 2018/1/5

Y1 - 2018/1/5

N2 - Even though inquiry-based learning (IBL) has been a component of various curricula and standards for more than ten years and its implementation has been supported by several funding programs, it is still applied only rarely. The reasons for this are not only frequently mentioned obstacles, but also the teachers’ beliefs regarding IBL. In this article, it is exemplified what IBL means to five Austrian chemistry teachers and what contradictions between IBL and the curriculum emerge from this. For this purpose, a group discussion is analyzed to discern what teachers think IBL is. The results are contrasted with relevant literature as well as with the Austrian curriculum for chemistry. The findings are finally used to derive implications for designing an appropriate professional development program.

AB - Even though inquiry-based learning (IBL) has been a component of various curricula and standards for more than ten years and its implementation has been supported by several funding programs, it is still applied only rarely. The reasons for this are not only frequently mentioned obstacles, but also the teachers’ beliefs regarding IBL. In this article, it is exemplified what IBL means to five Austrian chemistry teachers and what contradictions between IBL and the curriculum emerge from this. For this purpose, a group discussion is analyzed to discern what teachers think IBL is. The results are contrasted with relevant literature as well as with the Austrian curriculum for chemistry. The findings are finally used to derive implications for designing an appropriate professional development program.

KW - Didactics of sciences education

KW - inquiry-based learning

KW - chemistry education

KW - curriculum

KW - professional development

KW - beliefs

U2 - 10.23770/rt1811

DO - 10.23770/rt1811

M3 - Journal articles

SP - 51

EP - 65

JO - RISTAL

JF - RISTAL

SN - 2616-7697

IS - 1/2018

ER -