Inquiry as a Context-Based Practice -- A Case Study of Pre-Service Teachers' Beliefs and Implementation of Inquiry in Context-Based Science Teaching

Autor/inn/en	Herranen, Jaana; Kousa, Päivi; Fooladi, Erik; Aksela, Maija
Titel	Inquiry as a Context-Based Practice -- A Case Study of Pre-Service Teachers' Beliefs and Implementation of Inquiry in Context-Based Science Teaching
Quelle	In: International Journal of Science Education, 41 (2019) 14, S.1977-1998 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herranen, Jaana) ORCID (Kousa, Päivi) ORCID (Fooladi, Erik) ORCID (Aksela, Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1655679
Schlagwörter	Inquiry; Preservice Teachers; Beliefs; Science Education; Chemistry; Context Effect; Humanism; Sequential Approach; Foreign Countries; Early Adolescents; Teacher Education Programs; Finland + Suchen Sie Ihr Suchwort? Belief; Glaube; Naturwissenschaftliche Bildung; Chemie; Humanismus; Schrittfolge; Ausland; Finnland
Abstract	The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers' beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called 'Inquiry-based chemistry education II' (5 ECTS) were involved in an empirical case study. The pre-service teachers' implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13-15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers' beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01