Scaffolding Science Teachers in Open-Inquiry Teaching

Autor/inn/en	van der Valk, Ton; de Jong, Onno
Titel	Scaffolding Science Teachers in Open-Inquiry Teaching
Quelle	In: International Journal of Science Education, 31 (2009) 6, S.829-850 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Science Teachers; Inquiry; Science Instruction; Faculty Development; Secondary School Teachers; Secondary School Science; Scaffolding (Teaching Technique); Teaching Methods; Observation; Discussion; Program Effectiveness; Foreign Countries; Science Laboratories; Teamwork; Lesson Plans; Questionnaires; Water Quality; Student Evaluation; Peer Evaluation; Netherlands + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Diskussion; Ausland; Lesson planning; Unterrichtsplanung; Fragebogen; Wasserqualität; Schulnote; Studentische Bewertung; Niederlande
Abstract	The present study deals with a school-based professional development trajectory for secondary science teachers, aiming at scaffolding teachers in open-inquiry teaching for the topic of water quality. Its design was based on the leading principle of "guiding by scaffolding". Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions, and observations. The results indicated that the professional development trajectory has promoted teachers' learning of scaffolding students in open inquiry, especially the ability to know when and how to give students a well-balanced combination of "structure" for open-inquiry learning and sufficient "space" for that. The implications for science teacher education are discussed. (Contains 7 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10