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

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dc.contributor.author Loukomies, Anni
dc.contributor.author Juuti, Kalle
dc.contributor.author Lavonen, Jari
dc.contributor.editor Tsivitanidou, Olia E.
dc.contributor.editor Gray, Peter
dc.contributor.editor Rybska, Eliza
dc.contributor.editor Louca, Loucas
dc.contributor.editor Constantinou, Costas P.
dc.date.accessioned 2020-05-31T21:48:37Z
dc.date.available 2021-12-17T18:48:55Z
dc.date.issued 2018
dc.identifier.citation 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
dc.identifier.other PURE: 115578618
dc.identifier.other PURE UUID: 2f17f1b6-e500-48fe-998d-a1a99d2ec71c
dc.identifier.other ORCID: /0000-0003-2781-7953/work/50858532
dc.identifier.other ORCID: /0000-0002-7833-2895/work/50868764
dc.identifier.other ORCID: /0000-0001-8696-2611/work/50869725
dc.identifier.other WOS: 000459454800010
dc.identifier.uri http://hdl.handle.net/10138/315653
dc.description.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. fi
dc.description.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. en
dc.format.extent 17
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof Professional Development for Inquiry-Based Science Teaching and Learning
dc.relation.ispartofseries Contributions from Science Education Research
dc.relation.isversionof 978-3-319-91405-3
dc.relation.isversionof 978-3-319-91406-0
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject Professional development
dc.subject student motivation
dc.subject inquiry-based science teaching and learning (IBST/L)
dc.subject educational innovation
dc.subject REFLECTION
dc.title Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning en
dc.type Chapter
dc.contributor.organization Viikki Teacher Training School, University of Helsinki, alaluokat
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/978-3-319-91406-0_10
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion

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