Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment

2020 ◽  
pp. 117-132
Author(s):  
Rachel Cohen ◽  
Eran Zafrani ◽  
Anat Yarden
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Inquiry Based Learning

scholarly journals Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science

2019 ◽  
Vol 11 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Ruth I.J. Amos ◽  
Ralph Levinson
Keyword(s):  
Sustainable Development ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Sustainable Development Goals ◽  
Science Curriculum ◽  
School Science ◽  
Inquiry Based Learning ◽  
Research And Innovation ◽  
Personal Action ◽  
Development Goals

Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.

scholarly journals Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience

2021 ◽  
Vol 2 (3) ◽  
pp. 14-24
Author(s):  
Matthew Kreifels ◽  
Nathan Conner ◽  
Bryan Reiling ◽  
Christopher Stripling ◽  
Mark Balschweid
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Teacher Perceptions ◽  
Science Teachers ◽  
Comparative Method ◽  
Development Program ◽  
Inquiry Based Learning ◽  
Technical Content ◽  
Science Concepts ◽  
State And Local

Using inquiry-based learning instructional strategies as a way to integrate science into secondary classrooms is a common approach in education. This study documents agricultural teachers’ perceptions of science integration using inquiry-based learning as an instructional method when teaching animal science after participating in a on professional development program. A focus group (n = 10) was used to collect data which were analyzed using the constant comparative method. The following six themes emerged: (a) perceived value in inquiry-based learning, (b) alignment to state and local expectations, (c) value and challenges of a 12-month program, (d) challenges in engaging science teachers, (e) confidence in teaching technical content, and (f) integrating science concepts. Teachers in the focus group described positive experiences and attitudes when using inquiry-based learning techniques in their classrooms and described an appreciation for the 12-month program, including how the approach helped to meet state standards and local administrative requirements. Logistical challenges of a 12-month program existed, but also provided accountability for teachers. The program increased teachers’ confidence in both instruction of technical content and their ability to engage students while integrating science concepts.

scholarly journals ENHANCING SCIENCE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION

2015 ◽  
Vol 14 (2) ◽  
pp. 254-266
Author(s):  
Marika Kapanadze ◽  
Claus Bolte ◽  
Vincent Schneider ◽  
Ekaterine Slovinsky
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Stages Of Concern ◽  
Continuous Professional Development ◽  
State University ◽  
Inquiry Based Learning ◽  
Professional Development Training ◽  
Science Classes ◽  
Field Of Inquiry

Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren’t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s). Key words: IBSE, in-service teachers in Georgia, professional development, stages of concern.

Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory

Work ◽  
2021 ◽  
pp. 1-15
Author(s):  
Xiao Liang ◽  
Oscar O. Bautista
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Science Teachers ◽  
Liberal Arts ◽  
Organizational Factors ◽  
Expectancy Theory ◽  
College Teachers ◽  
The Difference ◽  
Intermediate Teachers ◽  
Development Pressure

BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P <  0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P <  0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P <  0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P <  0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.

Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning

2010 ◽  
Vol 72 (1) ◽  
pp. 24-29 ◽  
Author(s):  
Hui-Min Chung ◽  
Kristina Jackson Behan
Keyword(s):  
Popular Culture ◽  
Real World ◽  
Scientific Inquiry ◽  
Science Learning ◽  
Group Learning ◽  
Authentic Assessment ◽  
The Other ◽  
Learning Activity ◽  
Millennial Students ◽  
Inquiry Based Learning

Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.

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