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Professional Development for Inquiry-Based Science Teaching and Learning

  • Book
  • © 2018

Overview

Editors:
  1. Olia E. Tsivitanidou

    1. Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus

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  2. Peter Gray

    1. Norwegian University of Science and Technology, Trondheim, Norway

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  3. Eliza Rybska

    1. Department of Nature Education and Conservation, Adam Mickiewicz University, Poznań, Poland

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  4. Loucas Louca

    1. Department of Education Sciences, European University Cyprus, Nicosia, Cyprus

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  5. Costas P. Constantinou

    1. Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus

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  • Proposes alternative teaching methods for triggering students’ motivation towards science
  • Offers a variety of ideas on IBSE which are also linked to other theoretical frameworks
  • Shows ways to adopt the IBST/L educational policy objective in diverse educational systems
  • Includes case studies that present a broad range of local educational approaches

Part of the book series: Contributions from Science Education Research (CFSE, volume 5)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-vi
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  2. What Is Inquiry-Based Science Teaching and Learning?

    • Costas P. Constantinou, Olia E. Tsivitanidou, Eliza Rybska
    Pages 1-23

  3. Promoting Student Inquiry in the Science Classroom

    1. Front Matter

      Pages 25-25
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    2. Science Inquiry as Part of Technological Design: A Case of School-Based Development in Norway

      • Berit Bungum
      Pages 27-41

    3. Promoting IBSE Using Living Organisms: Studying Snails in the Secondary Science Classroom

      • Eliza Rybska
      Pages 43-63

    4. Drama As a Learning Medium in Science Education

      • Ran Peleg, Anna-Lena Østern, Alex Strømme, Ayelet Baram Tsabari
      Pages 65-83

  4. Familiarizing Teachers with Motivational Approaches and Scientific Literacy Goals for Inquiry Based Learning

    1. Front Matter

      Pages 85-85
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    2. Using Motivational Theory to Enrich IBSE Teaching Practices

      • Hanne Møller Andersen, Lars Brian Krogh
      Pages 87-103

    3. Taking Advantage of the Synergy Between Scientific Literacy Goals, Inquiry-Based Methods and Self-Efficacy to Change Science Teaching

      • Robert Evans, Jens Dolin
      Pages 105-120

    4. Inquiry-Based Approaches in Primary Science Teacher Education

      • Sami Lehesvuori, Ilkka Ratinen, Josephine Moate, Jouni Viiri
      Pages 121-134

  5. Fostering Teachers’ Competences in Cross-Domain Scientific Inquiry

    1. Front Matter

      Pages 135-135
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    2. Promoting Pre-service Teachers’ Ideas About Nature of Science Through Science-Related Media Reports

      • Gultekin Cakmakci, Yalcin Yalaki
      Pages 137-161

    3. The Development of Collaborative Problem-Solving Abilities of Pre-service Science Teachers by Stepwise Problem-Solving Strategies

      • Palmira Pečiuliauskienė, Dalius Dapkus
      Pages 163-183

    4. Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning

      • Anni Loukomies, Kalle Juuti, Jari Lavonen
      Pages 185-201

  6. Capitalizing on Teacher Reflections to Enhance Inquiry-Based Science Teaching

    1. Front Matter

      Pages 203-203
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    2. The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching

      • Jan Petr, Miroslav Papáček, Iva Stuchlíková
      Pages 205-222

    3. A Teacher Professional Development Programme on Dialogic Inquiry

      • Margareta Enghag, Susanne Engström, Birgitta Norberg Brorsson
      Pages 223-243

    4. Designing Teacher Education and Professional Development Activities for Science Learning

      • Andrée Tiberghien, Zeynab Badreddine, David Cross
      Pages 245-259

    5. Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning

      • Loucas Louca, Thea Skoulia, Olia E. Tsivitanidou, Costas P. Constantinou
      Pages 261-280

  7. Back Matter

    Pages 281-284
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Keywords

About this book

​This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation.  
Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.

Editors and Affiliations

  • Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus

    Olia E. Tsivitanidou, Costas P. Constantinou

  • Norwegian University of Science and Technology, Trondheim, Norway

    Peter Gray

  • Department of Nature Education and Conservation, Adam Mickiewicz University, Poznań, Poland

    Eliza Rybska

  • Department of Education Sciences, European University Cyprus, Nicosia, Cyprus

    Loucas Louca

About the editors


Bibliographic Information

  • Book Title: Professional Development for Inquiry-Based Science Teaching and Learning

  • Editors: Olia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou

  • Series Title: Contributions from Science Education Research

  • DOI: https://doi.org/10.1007/978-3-319-91406-0

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing AG, part of Springer Nature 2018

  • Hardcover ISBN: 978-3-319-91405-3Published: 14 September 2018

  • Softcover ISBN: 978-3-030-08245-1Published: 08 February 2019

  • eBook ISBN: 978-3-319-91406-0Published: 03 September 2018

  • Series ISSN: 2213-3623

  • Series E-ISSN: 2213-3631

  • Edition Number: 1

  • Number of Pages: VI, 284

  • Number of Illustrations: 26 b/w illustrations

  • Topics: Science Education, Learning & Instruction, Teaching and Teacher Education

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