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

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http://hdl.handle.net/10138/315653

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Loukomies , A , Juuti , K & Lavonen , J 2018 , Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning . in O E Tsivitanidou , P Gray , E Rybska , L Louca & C P Constantinou (eds) , Professional Development for Inquiry-Based Science Teaching and Learning . Contributions from Science Education Research , vol. 5 , Springer , Cham , pp. 185-201 . https://doi.org/10.1007/978-3-319-91406-0_10

Title: Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning
Author: Loukomies, Anni; Juuti, Kalle; Lavonen, Jari
Other contributor: University of Helsinki, Viikki Teacher Training School, University of Helsinki, alaluokat
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Tsivitanidou, Olia E.
Gray, Peter
Rybska, Eliza
Louca, Loucas
Constantinou, Costas P.

Publisher: Springer
Date: 2018
Language: eng
Number of pages: 17
Belongs to series: Professional Development for Inquiry-Based Science Teaching and Learning
Belongs to series: Contributions from Science Education Research
ISBN: 978-3-319-91405-3
978-3-319-91406-0
DOI: https://doi.org/10.1007/978-3-319-91406-0_10
URI: http://hdl.handle.net/10138/315653
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.
Subject: 516 Educational sciences
Professional development
student motivation
inquiry-based science teaching and learning (IBST/L)
educational innovation
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