Inquiry-Based Science Education: Towards a Pedagogical Framework for Primary School Teachers

Autor/inn/en	van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke
Titel	Inquiry-Based Science Education: Towards a Pedagogical Framework for Primary School Teachers
Quelle	In: International Journal of Science Education, 38 (2016) 3, S.450-469 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1147660
Schlagwörter	Science Education; Inquiry; Teaching Methods; Elementary School Teachers; Elementary School Science; Video Technology; Teacher Role; Foreign Countries; Qualitative Research; Statistical Analysis; Data Collection; Data Analysis; Communication Skills; Netherlands + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Ausland; Qualitative Forschung; Statistische Analyse; Data capture; Datensammlung; Auswertung; Kommunikationsstil; Niederlande
Abstract	Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01