Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

Sammanfattning

This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.
Originalspråkengelska
Titel på gästpublikationProfessional Development for Inquiry-Based Science Teaching and Learning
RedaktörerOlia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou
Antal sidor17
UtgivningsortCham
FörlagSpringer
Utgivningsdatum2018
Sidor185-201
ISBN (tryckt)978-3-319-91405-3
ISBN (elektroniskt)978-3-319-91406-0
DOI
StatusPublicerad - 2018
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnContributions from Science Education Research
Volym5

Vetenskapsgrenar

  • 516 Pedagogik

Citera det här

Loukomies, A., Juuti, K., & Lavonen, J. (2018). Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning. I O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. P. Constantinou (Red.), Professional Development for Inquiry-Based Science Teaching and Learning (s. 185-201). (Contributions from Science Education Research; Vol. 5). Cham: Springer. https://doi.org/10.1007/978-3-319-91406-0_10
Loukomies, Anni ; Juuti, Kalle ; Lavonen, Jari. / Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning. Professional Development for Inquiry-Based Science Teaching and Learning. redaktör / Olia E. Tsivitanidou ; Peter Gray ; Eliza Rybska ; Loucas Louca ; Costas P. Constantinou. Cham : Springer, 2018. s. 185-201 (Contributions from Science Education Research).
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abstract = "This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.",
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Loukomies, A, Juuti, K & Lavonen, J 2018, Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning. i OE Tsivitanidou, P Gray, E Rybska, L Louca & CP Constantinou (red), Professional Development for Inquiry-Based Science Teaching and Learning. Contributions from Science Education Research, vol. 5, Springer, Cham, s. 185-201. https://doi.org/10.1007/978-3-319-91406-0_10

Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning. / Loukomies, Anni; Juuti, Kalle; Lavonen, Jari.

Professional Development for Inquiry-Based Science Teaching and Learning. red. / Olia E. Tsivitanidou; Peter Gray; Eliza Rybska; Loucas Louca; Costas P. Constantinou. Cham : Springer, 2018. s. 185-201 (Contributions from Science Education Research; Vol. 5).

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitelVetenskapligPeer review

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N2 - This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.

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Loukomies A, Juuti K, Lavonen J. Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning. I Tsivitanidou OE, Gray P, Rybska E, Louca L, Constantinou CP, redaktörer, Professional Development for Inquiry-Based Science Teaching and Learning. Cham: Springer. 2018. s. 185-201. (Contributions from Science Education Research). https://doi.org/10.1007/978-3-319-91406-0_10