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

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

Lähdeviite

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

Julkaisun nimi: Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning
Tekijä: Loukomies, Anni; Juuti, Kalle; Lavonen, Jari
Muu tekijä: Tsivitanidou, Olia E.
Gray, Peter
Rybska, Eliza
Louca, Loucas
Constantinou, Costas P.
Tekijän organisaatio: Viikki Teacher Training School, University of Helsinki, alaluokat
Department of Education
Julkaisija: Springer
Päiväys: 2018
Kieli: eng
Sivumäärä: 17
Kuuluu julkaisusarjaan: Professional Development for Inquiry-Based Science Teaching and Learning
Kuuluu julkaisusarjaan: Contributions from Science Education Research
ISBN: 978-3-319-91405-3
978-3-319-91406-0
DOI-tunniste: https://doi.org/10.1007/978-3-319-91406-0_10
URI: http://hdl.handle.net/10138/315653
Tiivistelmä: 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.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.
Avainsanat: 516 Educational sciences
Professional development
student motivation
inquiry-based science teaching and learning (IBST/L)
educational innovation
REFLECTION
Vertaisarvioitu: Kyllä
Pääsyrajoitteet: openAccess
Rinnakkaistallennettu versio: acceptedVersion


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