Comparative Perspectives on Inquiry-Based Science Education

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Sonst. Personen	Bevins, Stuart (Hrsg.); Lehane, Louise (Hrsg.); Booth, Josephine (Hrsg.)
Titel	Comparative Perspectives on Inquiry-Based Science Education
Quelle	(2019), (290 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-543-94
DOI	10.4018/978-1-5225-5439-4
Schlagwörter	Inquiry; Science Education; Foreign Countries; Cultural Differences; Educational Practices; Educational Policy; Professional Development; Evaluation Methods; Educational Philosophy; Program Implementation; Teaching Methods; Educational Environment; Global Approach; Networks; Delivery Systems; Educational Finance; Teacher Education; Student Attitudes; Training; Curriculum; Europe; Ireland; United Kingdom (England); Germany; Jordan; Slovakia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Kultureller Unterschied; Bildungspraxis; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Globales Denken; Auslieferung; Bildungsfonds; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Ausbildung; Curricula; Lehrplan; Rahmenplan; Europa; Irland; Deutschland; Slowakei
Abstract	The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to barriers that teachers face in deploying it or to a lack of belief in the teaching community that inquiry-based learning is effective. "Comparative Perspectives on Inquiry-Based Science Education" examines stories and experiences from members of an international science education project that delivered learning resources based around guided inquiry for students to a wide range of schools in 12 different countries in order to identify key themes that can provide useful insights for student learning, teacher support, and policy formulation at the continental level. The book provides case studies across these 12 different settings that enable readers to compare and contrast both practice and policy issues with their own contexts while accessing a cutting-edge model of professional development. It is designed for educators, instructional designers, administrators, principals, researchers, policymakers, practitioners, and students seeking current and relevant research on international education and education strategies for science courses. The many academic areas covered in this publication include, but are not limited to: (1) Assessment; (2) Education Policy; (3) Educational Philosophies; (4) Global Networks; (5) Implementation; (6) In-School Delivery; (7) Inquiry Process; (8) Learning Environments; (9) Professional; (10) Development; and (11) Science Education. This book is organized into the following chapters: (1) Comparative Perspectives on Inquiry-Based Science Education (Rachel Mamlok-Naaman); (2) Science Education Funding in Europe and the Inspiration for Chain Reaction (Josephine Booth and Eleanor E. Byrne); (3) Chain Reaction: The English Context (Stuart Bevins); (4) Chain Reaction: The Irish Context (John O'Reilly, Liam Guilfoyle, and Louise Lehane); (5) Implementation of the Chain Reaction Project in Georgia (Marika Kapanadze); (6) How to Relate Research on Students' Views and Teacher Education About Inquiry With Dissemination Activities (Italo Testa, Silvia Galano, Alessandro Zappia, Giuliana Capasso, and Luigi Antonio Smaldone); (7) Inquiry and Chain Reaction in Germany: Challenges, Opportunities, Activities, and Results (Manuela Welzel-Breuer, Nicole Marmé, Sönke Nils Graf, Jonathan Glaser, and Ann-Katrin Krebs); (8) IBSE Training Feedback and Its Impact on the Design of the Next Training Program: Insights for Trainers (Kallia Katsampoxaki-Hodgetts, Stylianos Terzakis, and Nikolaos Chaniotakis); (9) Chain Reaction: The Jordanian context (Anwar Batikhi, Zeid Al-Bashaireh, and Oraib Nawash); (10) Inquiry and Chain Reaction in Slovakia (Janka Raganova, Stanislav Holec, Martin Hruska, and Miriam Spodniakova Pfefferova); (11) Experiences of IBSE and Chain Reaction: Reflections on Evolution of Practice and Curriculum (David King); and (12) Reflections on Inquiry (Stuart Bevins, Louise Lehane, and Josephine Booth). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01