Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Science Teacher Education Pub Date : 2022-10-12 DOI:10.1080/1046560X.2022.2125623

Tonje Tomine Seland Strat, K. Jegstad

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引用次数: 1

Abstract

ABSTRACT Inquiry-based science education (IBSE) has been a key element in science education for the past decade and should therefore be a key element of pre-service teacher (PST) education as well. This study aims to explore how IBSE is implemented in teacher education for primary and lower secondary levels (years 1–10) to prepare PSTs for their professional practice as science teachers. This is explored through an interview study conducted at seven teacher education institutions in Norway. The results reveal that teacher educators implement IBSE in different ways and to different extents. In the interviews, they discuss the use of various scaffolding models and describe specific examples of teaching activities and how they included literature and mandatory work in addition to reflections on the opportunities and challenges related to IBSE in teacher education. Based on these results, we examine three issues related to the implementation of IBSE: 1) how IBSE is implemented (whether science teacher educators prioritize giving PSTs experience in inquiry-based methods in the learner role or the teacher role), 2) how often IBSE is implemented (whether educators focus on single examples or have a plan for progression), and 3) the intention of IBSE implementation (whether IBSE is taught as a product or a process). Based on these issues, we provide recommendations for how IBSE can be implemented in science teacher education.

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挪威教师教育者对科学教师教育中探究式教学的思考

摘要：在过去的十年里，基于探究的科学教育（IBSE）一直是科学教育的一个关键要素，因此也应该成为职前教师教育的关键要素。本研究旨在探讨如何在小学和初中（1-10年级）的教师教育中实施IBSE，为PST作为科学教师的专业实践做好准备。这是通过对挪威七所师范教育机构进行的访谈研究来探讨的。结果表明，教师教育者实施IBSE的方式和程度不同。在访谈中，他们讨论了各种脚手架模型的使用，并描述了教学活动的具体例子，以及它们如何包括文献和必修课，以及对IBSE在教师教育中的机遇和挑战的思考。基于这些结果，我们研究了与IBSE实施相关的三个问题：1）IBSE是如何实施的（科学教师教育工作者是否优先考虑在学习者角色或教师角色中提供基于探究的方法的PST经验），2）IBSE实施的频率（教育工作者是否专注于单个例子或有进步计划），以及3）IBSE实施的意图（无论IBSE是作为产品还是过程来教授）。基于这些问题，我们为如何在科学教师教育中实施IBSE提供了建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Science Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.90

自引率

10.50%

发文量

期刊介绍： Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.