Implementation of inquiry-based science education in different countries: some reflections

Abstract

In this forum article, I reflect on issues related to the implementation of inquirybased science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of 'soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more longlasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school

“…The changes in science teaching both in Europe and the whole world are undoubtedly connected with the introduction of open inquiry methods in the education process (Rocard Report 2007, Dunne et al 2013, Rundgren 2016, Uum van Martina et al 2016, Heinz et al 2017. However, the popularisation of the IBSE strategy is not always reflected in updates of teacher training courses at universities.…”

Life Sciences Teachers’ Understanding, Perceptions and Adoption of Inquiry-Based Science Education in Selected South African High Schools

“…Researchers (Hodgetts, et al, 2015;Ramnarain & Hlatswayo, 2018;Ramnarain & Schuster, 2014) have identified several benefits of IBSE, which include: Understanding of scientific concepts and phenomena; development of critical thinking skills, rational decision-making, problem-solving skills; enhancement of learners' acquisition of scientific practices; and motivation of learners to study science, and to pursue science related careers. In acknowledgment of the importance of IBSE, many countries have established educational projects and programs (Scientix in Belgium, Fibonacci in France, SiS Catalyst in the United Kingdom, and Primas in Germany, as listed by Rundgren [2018]) that promote the IBSE pedagogy.…”

Inquiry-Based Science Teaching: Knowledge and Skills Among Science Teachers

“…Meanwhile, teachers need to ensure the teaching approach applied is able to capture students' interest, curiosity, and inquiry. To achieve this requires a creative and innovative approach which can lead to an effective science education (Trna et al, 2012).…”

“…In other words, an inquiry-based approach is the process of finding the problems and solving the problems (Yu & Li, 2018). Students need to solve the problems, conduct self-investigations, and work in groups with the guidance from the teachers (Trna et al, 2012). This approach is a constructivist approach that is different from the didactic approach.…”

“…This approach is a constructivist approach that is different from the didactic approach. In inquiry-based science teaching, teachers act as facilitators and guide the students in the investigation (Trna et al, 2012). Inquiry-based science teaching aims to stimulate critical thinking and problem-solving skills among students (Silm et al, 2017) in a way to emphasize the Four C elements of communication, collaboration, critical thinking, and creativity in this 21st-century learning.…”