You are here

IMPLEMENTATION OF INQUIRY-BASED SCIENCE EDUCATION IN SCIENCE TEACHER TRAINING

Journal Name:

Publication Year:

Abstract (2. Language): 
The number of students interested in studying science and technology has decreased all over the world. Research results have shown that one of the main negative factors is an improper outdated method of science teaching in schools. There are also significant changes in students' learning style, which requires innovation of a learning method. It is necessary to prepare young people for lifelong learning. Inquiry-based science education (IBSE) has succeeded as a suitable educational method that greatly motivates students. To make this educational method effective, it is necessary to follow its principles and implement it in education properly. Therefore it should be included in science teacher training. The model of development of science teacher professional skills for IBSE application is presented. Particular curricular materials show the principles of IBSE. The European project PROFILES presents implementation of IBSE into science teacher training.
199-209

REFERENCES

References: 

Aikenhead, G. S. (2005). Science-based occupations and the science curriculum: Concepts of Evidence. Science
Education, 89(2), 242-275.
American Association for the Advancement of Science. (1994). Benchmarks for Science Literacy. New York:
Oxford University Press.
Ault, C. R. Jr., & Dodick, J. (2010). Tracking the Footprints Puzzle: The Problematic Persistence of Science-asProcess in Teaching the Nature and Culture of Science. Science Education, 94(6), 1092-1122.
Banchi H., & Bell R. (2008). The Many Levels of Inquiry. Science and Children. 46(2), 26-29.
Baram-Ttsabari, A., & Yarden, A. (2009). Identifying Meta-Clusters of Students´Interest in Science and Their
Change with Age. Journal of research in Science teaching, 46(9), 999-1022.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Petrosino, A., Zech, L., Bransford, J. D., & The Cognition and
Technology Group at Vanderbilt. (1998). Doing with understanding: Lessons from research on problem- and
project-based learning. Journal of the Learning Sciences, 7(3&4), 271-311.
Bianchini, J. (2008). Mary Budd Rowe: A storyteller of science. Cultural Studies of Science Education, 3, 799-810.
Blumenfeld, P. C., Soloway, E., Marx, R., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating ProjectBased Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3 & 4), 369-398.
Cakmakci, G. Sevindik, H., Pektas, M., Uysal, A., Kole, F., & Kavak, G. (2011). Investigating Turkish Primary
School Students’ Interests in Science by Using Their Self-Generated Questions. Research in Science Education. (in
press).
Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., Cervetti, G.
N., & Tilson, J. (2008). Powerful Learning: What We Know About Teaching for Understanding. San Francisco:
John Wiley & Sons Inc., by Jossey-Bass, a Wiley imprint. Retrieved October 12, 2011, from Edutopedia.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school:Learning and
teaching science in grades k-8. Washington D. C.: National Academy Press.
Kansanen, P. (2005). The idea of research-based teacher education. In E. Eckert & W. Fichten (Eds.),
Schulbegleitforschung. Erwartungen – Ergebnisse – Wirkungen (pp.91-103). Munster: Waxmann.
Krapp, A. (2000). Interest and human development during adolescence: An educational-psychological
approach. In: J . Heckhausen (Ed.), Motivational psychology of human development (pp. 109–128). London:
Elsevier.
Linn, M. C., diSessa, A., Pea, R. D., & Songer, N. B. (1994). Can research on science learning and instruction
inform standards for science education? Journal of Science Education and Technology, 3(1).
Linn, M. C., Songer, N. B., & Eylon, B. S. (1996). Shifts and convergences in science learning and instruction. In R.
Calfee and D. Berliner (Eds.), Handbook of Educational Psychology. New York: Macmillan.
McNeill, K. L. (2010, March). Explanation, argument and evidence in science, science class and the everyday
lives of fifth grade students. Paper presented at the annual meeting of the National Association for Research in
Science Teaching, Philadelphia, PA.
Ministry of Education, Youth and Sports CR. (2008). Důvody nezájmu žáků o přírodovědné a technické obory.
Výzkumná zpráva. Retrieved January 15, 2012, from MEYSCR web:
http://ipn.msmt.cz/data/uploads/portal/Duvody_nezajmu_zaku_o_PTO.pdf
Ministry of Education, Youth and Sports CR. (2010). Talent nad zlato. Retrieved January 15, 2012, from MEYSCR
web: http://userfiles.nidm.cz/file/KPZ/KA1-vyzkumy/brozura-talentnadzlato-web...
National Research (1996). National science education standards. Washington, D. C.: National Academies Press.
Retrieved January 15, 2012, from NEC web: http://www.nap.edu/catalog/4962.html
OECD. (2006). Evolution of Student Interest in Science and Technology Studies – Policy Report. Retrieved
January 15, 2012, from Global Science Forum web: http://www.oecd.org/dataoecd/16/30/36645825.pdf
Osborne, J. (2007). Science education for twenty first century. Eurasia Journal of Mathematics, Science &
Technology Education, 3(3), 173-184.
Osborne, J., & Dillon, J., (2008). Science education in Europe: Cricital reflections. London: Nuffield Foundantion.
Pajares, M. F. (1992). Teachers beliefs and educational research: Cleaning up amessy construct. Review of
Educational Research, 62(3), 307-332.
Profiles. (2011). Retrieved January 15, 2012, from PROFILES web: http://www.profiles-project.eu/cms_profiles/
Rocard, M., Cesrmley, P., Jorde, D., Lenzen, D., Walberg-Herniksson, H., & Hemmo, V. (2007). Science education
NOW: A Renewed Pedagogy for the Future of Europe. Brussels, Belgium: Office for Official Publications of the
European Communities. Retrieved January 15, 2012, from EU: http://ec.europa.eu/research/sciencesociety/document_library/pdf_06/repo...
Simpson, R. D., & Oliver, J. S. (1985). Attitude toward science and achievement motivation profiles of male and
female science students in grades six through ten. Science Education, 69(4), 511–526.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the new reform. Harvard Educational Review,
57, 1-22.
Taylor, E. V. (2009). The purchasing power of low-income students: The relationships to mathematical
development. Journal of the Learning Sciences, 18, 370-415.
Tytler, R., Duggan, S., & Gott, R. (2001). Dimensions of evidence, the public understanding of science and
science education. International Journal of Science Education, 23, 815-832.
Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in
learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529-552.
Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93, 687-
719.
Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in
human genetics. Journal of Research in Science Teaching, 39(1), 35-62.

Thank you for copying data from http://www.arastirmax.com