Biodiversity loss and climate change - inquiry in the preservice teacher education.

Autor/inn/en	Elster, Doris; Barendziak, Tanja; Haskamp, Friederike; Kastenholz, Lena
Titel	Biodiversity loss and climate change - inquiry in the preservice teacher education.
Quelle	Aus: Constantinou, Constantinos P. (Hrsg.); Papadouris, Nicos (Hrsg.); Hadjigeorgiou, Angela (Hrsg.): Science education research for evidence-based teaching and coherence in learning. Proceedings of the ESERA 2013 conference. Strand 13. Pre-service science teacher education. (2014) S. 177-187 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-9963-700-77-6
Schlagwörter	Bildungsforschung; Evaluation; Fragebogenerhebung; Tagebuch; Lehrerausbildung; Lerngemeinschaft; Didaktik; Forschendes Lernen; Unterricht; Botanik; Biodiversität; Klimawandel; Nachhaltigkeit; Deutschland; Europa
Abstract	The enhancement of plants and their biodiversity is one of the key issues of the FW7 European project INQUIRE (Inquiry based Teacher Training for a Sustainable Future). In this project 17 partners - most of them botanic gardens - coming from 11 countries work together in a 3-years network coordinated by the University of Innsbruck in Austria. The Institute of Biology Education at the University of Bremen is one of the INQUIRE partners. In close cooperation with the Green Science Centre botanika in Bremen and the Science Center Climate in Bremerhaven [the authors] developed the teacher training course 'INQUIRE for teacher students'. In this course teacher students, active teachers, botanic garden educators, scientists and science educators built a 'community of learners' to develop IBSE activities and materials in the context of biodiversity loss and climate change. The focus of the course evaluation laid on two levels: on the personnel level [the authors] wanted to know more about student teachers' development of pedagogical content knowledge (PCK), on the system level [they] were interested in the success of the 'communities of learners' and the implementation of the course in the teacher education curriculum. For the course evaluation [they]used qualitative and quantitative methods: research diaries, World-Café-method, questionnaires (pre-post-design). The findings indicated the professional growth of the participants and the successful implementation in the regular pre-service education of ongoing primary and secondary biology teachers. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2014/4