The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

Yoon, Hye-Gyoung; Joung, Yong Jae; Kim, Mi‐Jung

doi:10.1007/s11165-011-9212-y

Cited by 98 publications

(64 citation statements)

References 19 publications

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“…Zion et al (2007) indicated that teachers experience difficulties in guiding pupils through the process of inquiry, for example, regarding the formulation of a research question and the design of an investigation (Yoon, Joung, & Kim, 2012). To cope with feelings of insecurity about science education, teachers rely on methods and materials whereby pupils primarily follow instructions (Harlen & Holroyd, 1997).…”

Section: Introductionmentioning

confidence: 99%

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Uum

Verhoeff

Peeters

2016

International Journal of Science Education

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Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry. IntroductionInquiry-based science education (IBSE) is regarded as an inspiring way of learning science as it focuses on pupils' own interests and stimulates active learning by enabling pupils to conduct their own investigations (Braund & Driver, 2005;Murphy & Beggs, 2003;Rocard et al., 2007). Since addressing pupils' motivation and own interests positively influences their achievements (Tella, 2007), IBSE is viewed as an effective approach for learning scientific concepts and understanding the nature of science (NOS) in which the process of inquiry is key.The pedagogy of IBSE allows pupils to develop their conceptual understanding of scientific phenomena (Minner, Levy, & Century, 2010;Schroeder, Scott, Tolson, Huang, & Lee, 2007) and their inquiry skills, such as formulating a research question (Zion, Cohen, & © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.CONTACT Martina S. J. van Uum m.vanuum@science.ru.nl Science Education Hub Radboud University, Nijmegen, the Netherlands INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2016 VOL. 38, NO. 3, 450-469 http://dx.doi.org/10.1080/09500693.2016 Amir, 2007). Moreover, pupils learn about the way scientific knowledge is constructed (Khishfe & Abd-El-Khalick, 2002) and develop an image of the social practice of scientists (Mercer, Dawes, Wegerif, & Sams, 2004). IBSE has been suggested to positively affect learning outcomes of students by means of enabling open inquiries (Berg, ...

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Section: Introductionmentioning

confidence: 99%

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Uum

Verhoeff

Peeters

2016

International Journal of Science Education

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“…Those who are "not that satisfied" or "dissatisfied" accounted for 37%. In addition, a survey about "learning communication in class" showed that 71% of students expressed less in learning communication, thus failing to play a positive role among students [5].…”

Section: Insufficient Learning Atmospherementioning

confidence: 99%

Research on the Mixed English Teaching Model of Vocational College under the Background of "Internet Plus"

2018

2018 International Conference on Social Sciences, Education and Management (SOCSEM 2018)

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With the advent of "Internet plus" era, English teaching in higher vocational education has been greatly enriched, which has laid a foundation for the construction of mixed teaching mode. This paper first briefly introduces the basic concepts of "Internet plus" and mixed teaching. Meanwhile, it discusses the existing problems of English teaching in higher vocational colleges as well as opportunities brought by the "Internet plus" era to the reform of English teaching in higher vocational colleges. On this basis, some suggestions on the construction of mixed vocational English teaching model are put forward.

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“…No obstante, este es un enfoque que se concibe y desarrolla a través de diversas interpretaciones (Barrow, 2006;Couso, 2014). Numerosos estudios ponen de manifiesto los obstáculos y la complejidad que supone para los profesores (en activo y en formación) poner en práctica este enfoque de enseñanza y aprendizaje (Capps y Crawford, 2013;Gillies y Nichols, 2015;Ireland, Watters, Brownlee y Lupton, 2012;Vázquez-Alonso y Manassero-Mas, 2015;Yoon, Joung y Kim, 2012). Vázquez-Alonso y Manassero-Mas (2015) resumen en diez principios lo que debería guiar una propuesta de enseñanza de ciencias basada en la investigación para la formación inicial y la práctica docente.…”

Section: Marco De Referencia Teóricounclassified

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

2017

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En este trabajo se describe y analiza el cambio en las concepciones sobre la evaluación en Ciencias de la Naturaleza que experimentan estudiantes del Grado de Maestro de Educación Primaria en la Universidad de Sevilla, que participaron en un curso de formación inicial para aprender a enseñar ciencias en Primaria. Los 347 participantes se organizaron en 92 equipos distribuidos en cinco aulas dirigidas por cinco formadores distintos que compartían el mismo programa formativo. Se analizan las producciones escritas de evaluación elaboradas por estos equipos al inicio y al final del curso. Los resultados revelan que, mayoritariamente, hay un cambio en su conocimiento de la evaluación en las tres categorías estudiadas (sentido, instrumentos y contenido de la evaluación), aunque no se logra un predominio del enfoque formativo de la misma. Describimos los diferentes niveles de progresión sobre la evaluación que pueden servir de referencia en la formación inicial.

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The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

Cited by 98 publications

References 19 publications

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Research on the Mixed English Teaching Model of Vocational College under the Background of "Internet Plus"

Los cambios en las concepciones sobre evaluación en ciencias de futuros maestros de Primaria

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