Teachers' beliefs about and dispositions towards Inquiry-based Science Education
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings. ed. / Martin Rusek; Martina Tothova; Karel Vojir. Prague: Charles University, Prague, 2021. p. 16-25 ( Project-based education and other activating strategies in science education.).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - Teachers' beliefs about and dispositions towards Inquiry-based Science Education
AU - Hofer, Elisabeth
AU - Koliander, Brigitte
AU - Puddu, Sandra
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - Didactics of sciences education
M3 - Article in conference proceedings
T3 - Project-based education and other activating strategies in science education.
SP - 16
EP - 25
BT - Project-based Education and other activating Strategies in Science Education XVIII.
A2 - Rusek, Martin
A2 - Tothova, Martina
A2 - Vojir, Karel
PB - Charles University, Prague
CY - Prague
T2 - Project-Based Education and Other Activating Strategies in Science Education 2020
Y2 - 5 November 2020 through 6 November 2020
ER -