scholarly journals Perceptions of Pre-Service Secondary Science Teachers on Inquiry-Based Science Education: An Analysis of the Demographic Variables

2021 ◽  
Vol 9 (4) ◽  
pp. 168-182
Author(s):  
Cristina García-Ruiz ◽  
Teresa Lupión-Cobos ◽  
Ángel Blanco-López
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Demographic Variables ◽  
Secondary Science ◽  
Secondary Science Teachers

scholarly journals Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches

1970 ◽  
Vol 6 (1) ◽  
pp. 44-60 ◽  
Author(s):  
Jakob Gyllenpalm ◽  
Per-Olof Wickman ◽  
Sven-Olof Holmgren
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teachers ◽  
Secondary Science ◽  
Teaching Approaches ◽  
Secondary Science Education ◽  
Education Literature ◽  
Secondary Science Teachers ◽  
Service Training ◽  
Selective Traditions

This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.

scholarly journals Interrogations and Prospective of Science Education at Secondary Level in Punjab, Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 182-191
Author(s):  
Muhammad Nisa Ul Haq ◽  
Mumtaz Gul Khan ◽  
Muhammad Mahmood
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Classroom Management ◽  
Science Teachers ◽  
Evaluation System ◽  
Secondary Level ◽  
Secondary Science ◽  
Cross Sectional Survey ◽  
Teaching Methodologies ◽  
Secondary Science Teachers

This research was designed to study the interrogation and prospective of science education at secondary level in Punjab, Pakistan. The present study was descriptive in nature and cross-sectional survey was conducted. Study was delimited to Punjab. All the science teachers of public secondary schools were the population. The sample was comprised of 495 secondary science teachers from the public schools of Lahore selected by proportionate sampling technique. The questionnaire was developed, piloted and validated before data collection. Main findings of the study indicated that secondary science teachers have challenges and prospects in science education related to classroom management, internal evaluation system, application of teaching methodologies. It is recommended to train teachers about application of modern teaching methodologies and strategies for motivating students to learn in effective environment and the science might get progress and emphasis on learning that contribute in the prosperity of the country in the field of science.

scholarly journals Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands

2021 ◽  
Vol 13 (14) ◽  
pp. 7963
Author(s):  
Michiel van Harskamp ◽  
Marie-Christine P. J. Knippels ◽  
Wouter R. van Joolingen
Keyword(s):  
Science Teachers ◽  
Citizenship Education ◽  
Renewable Energy Sources ◽  
Explicit Representation ◽  
Secondary Science ◽  
Added Value ◽  
Face To Face ◽  
Secondary Science Teachers ◽  
Environmental Citizenship ◽  
Teacher Professional

Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.

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