Teachers' beliefs about and dispositions towards Inquiry-based Science Education

Elisabeth Hofer; Brigitte Koliander; Sandra Puddu

Teachers' beliefs about and dispositions towards Inquiry-based Science Education

Elisabeth Hofer
, Brigitte Koliander
, Sandra Puddu

Professur für Didaktik der Naturwissenschaften

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

Abstract

Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.

Originalsprache	Englisch
Titel	Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings
Redakteure/-innen	Martin Rusek, Martina Tothova, Karel Vojir
Seitenumfang	10
Erscheinungsort	Prague
Herausgeber (Verlag)	Charles University, Prague
Erscheinungsdatum	2021
Seiten	16-25
Publikationsstatus	Erschienen - 2021
Veranstaltung	Project-Based Education and Other Activating Strategies in Science Education 2020 - Charles University Prague, Prague, Tschechische Republik Dauer: 05.11.2020 → 06.11.2020 https://pages.pedf.cuni.cz/pbe/?lang=en#masthead

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Didaktik der Naturwissenschaften

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https://pages.pedf.cuni.cz/pbe/files/2021/05/ProceedingsPBE2020_final.pdfLizenz: Urheberrechtlich geschützt

Teachers' beliefs about and dispositions towards Inquiry-based Learning
Hofer, E. (Präsentator*in), Koliander, B. (Ko-Autor*in) & Puddu, S. (Ko-Autor*in)
05.11.2020
Aktivität: Vorträge und Gastvorlesungen › Präsentationen (Poster ua.) › Forschung

Dieses zitieren

Hofer, E., Koliander, B., & Puddu, S. (2021). Teachers' beliefs about and dispositions towards Inquiry-based Science Education. in M. Rusek, M. Tothova, & K. Vojir (Hrsg.), Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings (S. 16-25). ( Project-based education and other activating strategies in science education.). Charles University, Prague. https://pages.pedf.cuni.cz/pbe/files/2021/05/ProceedingsPBE2020_final.pdf

Hofer, Elisabeth ; Koliander, Brigitte ; Puddu, Sandra. / Teachers' beliefs about and dispositions towards Inquiry-based Science Education. Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings. Hrsg. / Martin Rusek ; Martina Tothova ; Karel Vojir. Prague : Charles University, Prague, 2021. S. 16-25 ( Project-based education and other activating strategies in science education.).

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abstract = "Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers{\textquoteright} reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers{\textquoteright} beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.",

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author = "Elisabeth Hofer and Brigitte Koliander and Sandra Puddu",

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language = "English",

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publisher = "Charles University, Prague",

pages = "16--25",

editor = "Martin Rusek and Martina Tothova and Karel Vojir",

booktitle = "Project-based Education and other activating Strategies in Science Education XVIII.",

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Hofer, E, Koliander, B & Puddu, S 2021, Teachers' beliefs about and dispositions towards Inquiry-based Science Education. in M Rusek, M Tothova & K Vojir (Hrsg.), Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings. Project-based education and other activating strategies in science education., Charles University, Prague, Prague, S. 16-25, Project-Based Education and Other Activating Strategies in Science Education 2020 , Prague, Tschechische Republik, 05.11.20. <https://pages.pedf.cuni.cz/pbe/files/2021/05/ProceedingsPBE2020_final.pdf>

Teachers' beliefs about and dispositions towards Inquiry-based Science Education. / Hofer, Elisabeth; Koliander, Brigitte; Puddu, Sandra.
Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings. Hrsg. / Martin Rusek; Martina Tothova; Karel Vojir. Prague: Charles University, Prague, 2021. S. 16-25 ( Project-based education and other activating strategies in science education.).

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

TY - CHAP

T1 - Teachers' beliefs about and dispositions towards Inquiry-based Science Education

AU - Hofer, Elisabeth

AU - Koliander, Brigitte

AU - Puddu, Sandra

PY - 2021

Y1 - 2021

N2 - Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.

AB - Inquiry-based Learning (IBL) has been considered an essential element of science education for several years. Nevertheless, teachers rarely implement IBL in their own classes. To counter this, professional development (PD) programmes need to examine teachers’ reservations. In this study, we supported five teams of science and technology teachers in developing and realising IBL units for their own classes. To investigate teachers’ beliefs about and dispositions towards IBL, we conducted group discussions at the beginning and the end of this programme. Applying qualitative content analysis, we could identify substantial changes regarding learning environments, goals and scaffolding for IBL.

KW - Didactics of sciences education

M3 - Article in conference proceedings

T3 - Project-based education and other activating strategies in science education.

SP - 16

EP - 25

BT - Project-based Education and other activating Strategies in Science Education XVIII.

A2 - Rusek, Martin

A2 - Tothova, Martina

A2 - Vojir, Karel

PB - Charles University, Prague

CY - Prague

T2 - Project-Based Education and Other Activating Strategies in Science Education 2020

Y2 - 5 November 2020 through 6 November 2020

ER -

Hofer E, Koliander B, Puddu S. Teachers' beliefs about and dispositions towards Inquiry-based Science Education. in Rusek M, Tothova M, Vojir K, Hrsg., Project-based Education and other activating Strategies in Science Education XVIII. : Conference Proceedings. Prague: Charles University, Prague. 2021. S. 16-25. ( Project-based education and other activating strategies in science education.).

Teachers' beliefs about and dispositions towards Inquiry-based Science Education

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Teachers' beliefs about and dispositions towards Inquiry-based Learning

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