Building STEM Inquiry-Based Teaching Proposal through Collaborations between Schools and Research Centres: Students' and Teachers' Perceptions

Autor/inn/en	Lupión-Cobos, Teresa; Girón-Gambero, Jesús; García-Ruiz, Cristina
Titel	Building STEM Inquiry-Based Teaching Proposal through Collaborations between Schools and Research Centres: Students' and Teachers' Perceptions
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.899-915 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lupión-Cobos, Teresa) ORCID (Girón-Gambero, Jesús) ORCID (García-Ruiz, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	STEM Education; Inquiry; Active Learning; Educational Cooperation; Student Attitudes; Teacher Attitudes; Research and Development Centers; Skill Development; Secondary School Students; Secondary School Teachers; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? STEM; Aktives Lernen; Education; cooperation; Kooperation; Schülerverhalten; Lehrerverhalten; Forschungszentrum; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler; Ausland; Spanien
Abstract	This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students' competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students' identities as potential scientists, scientific attitudes, social implications towards science or students' agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01