Teachers' beliefs about and dispositions towards Inquiry-based Science Education

被引：0
|
作者：
Hofer, Elisabeth [1 ,2 ]
Koliander, Brigitte [1 ,3 ]
Puddu, Sandra [1 ,3 ]
机构：
[1] Univ Vienna, Austrian Educ Competence Ctr Chem, Porzellangasse 4-2, A-1090 Vienna, Austria
[2] Leuphana Univ Luneburg, Inst Sustainable & Environm Chem, Sci Educ, Univ Allee 1, D-21335 Luneburg, Germany
[3] Univ Teacher Educ Lower Austria, Z1 Ctr Vocat Educ, Muhlgasse 67, A-2500 Baden, Austria
来源：
PROJECT-BASED EDUCATION AND OTHER ACTIVATING STRATEGIES IN SCIENCE EDUCATION XVIII (PBE 2020) | 2021年
关键词：
Inquiry-based science education; teacher professional development; beliefs and dispositions;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers' reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers' beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.
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页码：16 / 25
页数：10
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