Teachers' beliefs about and dispositions towards Inquiry-based Science Education

Research output: Contributions to collected editions/worksArticle in conference proceedingsResearchpeer-review


Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.
Original languageEnglish
Title of host publicationProject-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings
EditorsMartin Rusek, Martina Tothova, Karel Vojir
Number of pages10
Place of PublicationPrague
PublisherCharles University, Prague
Publication date2021
Publication statusPublished - 2021
EventProject-Based Education and Other Activating Strategies in Science Education 2020 - Charles University Prague, Prague, Czech Republic
Duration: 05.11.202006.11.2020