| Autor: |
Martin Hruška, Stanislav Holec, Janka Raganova, Miriam Spodniakova Pfefferova |
| Rok vydání: |
2019 |
| Předmět: |
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| DOI: |
10.4018/978-1-5225-5439-4.ch010 |
| Popis: |
The chapter presents how the Chain Reaction project was implemented in the context of science education in Slovakia. The educational reform highlighted inquiry as a leading approach in science education. But teachers were not prepared for implementation of such approaches. There was a lack of resources and a strong time pressure caused by a reduced number of science subjects lessons. Students' motivation to do and to study science was weak. Thus, the project team from Matej Bel University Banska Bystrica concentrated on two main issues: gaining teachers' engagement in non-traditional ways of science subjects teaching and motivating students to put their effort into inquiry-based science projects. The main problems connected with delivery of the Chain Reaction approaches in Slovak schools are discussed and the impact on secondary school students, science teachers, and teacher trainees is demonstrated. The developed pre- and in-service teacher training courses will serve as a tool of sustainability of the inquiry-based approaches in science education in Slovakia. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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