Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment
| Autor: | Antonio Quesada, Peter Sorensen, Marta Romero-Ariza, Mary Oliver, Ana María Abril |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Classroom management
Applied Mathematics 05 social sciences 050301 education Qualitative property Education Scientific literacy 0502 economics and business Active learning Accountability Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Inquiry-based learning Faculty development Psychology 0503 education Curriculum 050203 business & management |
| Zdroj: | EURASIA Journal of Mathematics, Science and Technology Education. 16 |
| ISSN: | 1305-8223 |
| DOI: | 10.29333/ejmste/109658 |
| Popis: | Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers’ views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students’ motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|