Literaturnachweis - Detailanzeige
Autor/inn/en | Herranen, Jaana; Kousa, Päivi; Fooladi, Erik; Aksela, Maija |
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Titel | Inquiry as a Context-Based Practice -- A Case Study of Pre-Service Teachers' Beliefs and Implementation of Inquiry in Context-Based Science Teaching |
Quelle | In: International Journal of Science Education, 41 (2019) 14, S.1977-1998 (22 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Herranen, Jaana) ORCID (Kousa, Päivi) ORCID (Fooladi, Erik) ORCID (Aksela, Maija) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2019.1655679 |
Schlagwörter | Inquiry; Preservice Teachers; Beliefs; Science Education; Chemistry; Context Effect; Humanism; Sequential Approach; Foreign Countries; Early Adolescents; Teacher Education Programs; Finland |
Abstract | The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers' beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called 'Inquiry-based chemistry education II' (5 ECTS) were involved in an empirical case study. The pre-service teachers' implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13-15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers' beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |