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.Research output: Journal contributions › Journal articles › Research › peer-review
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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 - Research in Subject-matter Teaching and Learning (RISTAL)
JF - Research in Subject-matter Teaching and Learning (RISTAL)
SN - 2616-7697
IS - 1/2018
ER -