BUILDING EVALUATION CAPACITY IN SCIENCE EDUCATION: THE CASE OF INQUIRY BASED SCIENCE EDUCATION METHOD

This research project focuses on the evaluation of the Inquiry Based Science Education (IBSE) teaching method promoted on a European level as a pedagogical practice for renewing science teaching in formal and informal education systems [1]. IBSE is an active approach leading students to develop key scientific ideas through learning how to investigate and build knowledge and understanding of the real world [2]. Despite the spread of IBSE projects, adequate development of solid evaluation practices is lacking. To investigate this issue, this research project has analysed the INQUIRE project (Inquiry Based Teacher Training for a Sustainable Future). Adopting the theory of Evaluation Capacity Building (ECB) [3], INQUIRE aimed to reinvigorate IBSE in schools and botanic gardens promoting training for teachers and educators working with pupils aged between 9 and 14. ECB is the intentional work which intends to develop evaluation capabilities in order to conduct rigorous evaluation. Adopting a mixed-methods approach, we systematically analysed evaluation tools used within courses held in Italy between 2011 and 2013. Study findings suggest that the INQUIRE project has helped practitioners to improve their ability to conduct effective evaluations in schools and in LOtC sites, providing convenient resources and fostering technical skills that helped practitioners to learn about evaluation. However, we identified two weak points: evaluation practices of IBSE activities tend to focus on a cognitive rather than participative model, and evaluation procedures focus on pre-and post-tests more than on the real dynamics of educational interplay. The following are four key points for improving evaluation practices: promoting dynamic assessment processes, ensuring clearness and flexibility, valuing tacit knowledge, and fostering cooperation.