Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

Autor/inn/en	Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin
Titel	Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards
Quelle	In: International Journal of Science Education, 34 (2012) 17, S.2609-2640 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.669076
Schlagwörter	Teachers; Science Education; Foreign Countries; Journal Articles; Research Methodology; Science Instruction; Educational Resources; Research Skills; Inquiry; Elementary School Teachers; Elementary School Science; Pedagogical Content Knowledge; Teacher Characteristics; Professional Development; Science Teachers; Netherlands + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Ausland; Journal article; Zeitschriftenaufsatz; Research method; Forschungsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsmittel; Forschungsleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Pädagogische Kompetenz; Science; Science teacher; Wissenschaft; Niederlande
Abstract	Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10