Science teacher training through an IBL experience.

Autor/inn/en	Ariza, M. R.; Quesada, A.; Abril, A. M.; García, F. J.
Titel	Science teacher training through an IBL experience.
Quelle	Aus: Bruguière, C. (Hrsg.); Tiberghien, A. (Hrsg.); Clément, P. (Hrsg.): E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, France: European Science Education Research Association (2012) S. 1-5 PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-9963-700-44-8
URN	urn:nbn:de:0111-opus-72159
Schlagwörter	Mathematik; Entdeckendes Lernen; Fachdidaktik; Entdeckendes Lernen; Forschendes Lernen; Fachdidaktik; Mathematik; EU-Projekt
Abstract	Educational research has revealed that inquiry-based learning (IBL) methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure students' scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4