Inquiry-based learning in mathematics and science: a comparative baseline study of teachers' beliefs and practices across 12 European countries.

Autor/inn/en	Engeln, Katrin; Euler, Manfred; Maass, Katja
Titel	Inquiry-based learning in mathematics and science: a comparative baseline study of teachers' beliefs and practices across 12 European countries.
Quelle	In: ZDM : mathematics education, 45 (2013) 6, S. 823-836 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0507-5
Schlagwörter	Vergleichsuntersuchung; Einstellung (Psy); Lehrer; Entdeckendes Lernen; Kultureller Unterschied; Europa
Abstract	In the European educational context, reports by expert groups have identified the necessity of a renewed pedagogy in schools to overcome deficits in science and mathematics teaching and to raise the standards of scientific and mathematical literacy. Inquiry-based learning (IBL) is considered the method of choice. However, it remains open to what extent IBL is actually used in day-to-day teaching. In the study presented here we elaborate - from the perspective of teachers - the current status of IBL in day-to-day teaching. Further, we explore what problems teachers anticipate when implementing IBL. In order to gain insight into the wide spectrum of practices in mathematics and science teaching in relation to IBL, a baseline study using teacher questionnaires was carried out in the 12 participating countries. We present selected results from this study that for the first time provides an overview of teachers' beliefs and their reports on the current use of IBL practices in a European context. The results facilitate a cross-cultural comparison on the potentials and challenges of implementing IBL from the perspective of practicing teachers. Furthermore, the study reveals considerable differences between the teaching of mathematics and science subjects. The findings of the baseline study can serve as a reference line against which the impact of interventions to improve the quality of teaching and learning can be evaluated.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/3