Inquiry-Based Science Learning in the Context of a Continuing Professional Development Programme for Biology Teachers

Autor/inn/en	Martins-Loução, Maria Amélia; Gaio-Oliveira, Gisela; Barata, Raquel; Carvalho, Nuno
Titel	Inquiry-Based Science Learning in the Context of a Continuing Professional Development Programme for Biology Teachers
Quelle	In: Journal of Biological Education, 54 (2020) 5, S.497-513 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1609566
Schlagwörter	Active Learning; Inquiry; Professional Continuing Education; Teacher Education; Program Effectiveness; Science Teachers; Science Education; Elementary Secondary Education; Informal Education; Reflective Teaching; Attitude Change; Biodiversity; Climate; Prior Learning; Gardening; Foreign Countries; Conservation (Environment); Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Aktives Lernen; Berufsfeldbezogener Unterricht; Weiterbildung; Lehrerausbildung; Lehrerbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Attitudinal change; Einstellungsänderung; Biodiversität; Klima; Vorkenntnisse; Gartenarbeit; Ausland; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers' understanding and classroom implementation of inquiry. Evolution of teachers' practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01