Primary Teachers' Reflections on Inquiry- and Context-Based Science Education

Autor/inn/en	Walan, Susanne; Mc Ewen, Birgitta
Titel	Primary Teachers' Reflections on Inquiry- and Context-Based Science Education
Quelle	In: Research in Science Education, 47 (2017) 2, S.407-426 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9507-5
Schlagwörter	Primary Education; Elementary School Teachers; Science Teachers; Teacher Attitudes; Elementary School Science; Science Education; Active Learning; Inquiry; Science Instruction; Teaching Methods; Faculty Development; Professional Continuing Education; Teaching Models; Data Collection; Group Discussion; Portfolios (Background Materials); Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lehrerverhalten; Naturwissenschaftliche Bildung; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrmodell; Data capture; Datensammlung; Gruppendiskussion; Pädagogische Kompetenz
Abstract	Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing "why" inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01