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Comparative Perspectives on Inquiry-Based Science Education最新文献

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Chain Reaction 连锁反应
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 2019-03-18 DOI: 10.4018/978-1-5225-5439-4.CH003
Stuart Bevins
{"title":"Chain Reaction","authors":"Stuart Bevins","doi":"10.4018/978-1-5225-5439-4.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH003","url":null,"abstract":"This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"98 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126098544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Reflections on Inquiry 关于探究的思考
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 2019-03-18 DOI: 10.4018/978-1-5225-5439-4.CH012
Stuart Bevins, Louise Lehane, J. Booth
{"title":"Reflections on Inquiry","authors":"Stuart Bevins, Louise Lehane, J. Booth","doi":"10.4018/978-1-5225-5439-4.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH012","url":null,"abstract":"This chapter provides concluding comments and reflections on the Chain Reaction project as well as inquiry approaches in general. The authors also include three reflective stories based on their involvement in the program. These stories attempt to bring differing roles and aspects of the project to life while identifying successes and barriers within the project. They also discuss implications for the future of science education across Europe and summarize their outcomes from the Chain Reaction project.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116763502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Science Education Funding in Europe and the Inspiration for Chain Reaction 欧洲科学教育经费及其对连锁反应的启示
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 2019-03-18 DOI: 10.4018/978-1-5225-5439-4.CH002
J. Booth, E. Byrne
{"title":"Science Education Funding in Europe and the Inspiration for Chain Reaction","authors":"J. Booth, E. Byrne","doi":"10.4018/978-1-5225-5439-4.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH002","url":null,"abstract":"This chapter aims to introduce the policy perspective of the relevant European funding stream, tracing the evolution of the science with and for society call from the first Framework Programme through to Horizon 2020. It also introduces the Pupil Research Initiative (PRI) and how the Chain Reaction project built upon PRI's legacy, using its successes to inform a project that was relevant across Europe. The chapter highlights the key aspects of the chain reaction project, for example the Pupil Research Briefs (PRBs) and Express Yourself Conferences, and how these were adapted, and in the case of the PRBs, expanded upon to be more relevant to different partner contexts and the needs of their education systems and curricula.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134317862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Inquiry and Chain Reaction in Slovakia 斯洛伐克的调查和连锁反应
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH010
Janka Raganová, Stanislav Holec, Martin Hruska, M. Pfefferová
{"title":"Inquiry and Chain Reaction in Slovakia","authors":"Janka Raganová, Stanislav Holec, Martin Hruska, M. Pfefferová","doi":"10.4018/978-1-5225-5439-4.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH010","url":null,"abstract":"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.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128514074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementation of the Chain Reaction Project in Georgia 在格鲁吉亚实施连锁反应项目
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH005
M. Kapanadze
{"title":"Implementation of the Chain Reaction Project in Georgia","authors":"M. Kapanadze","doi":"10.4018/978-1-5225-5439-4.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH005","url":null,"abstract":"Ilia State University (ISU) is one of Georgia's leading universities in teacher education and has taken part in a number of EU funded projects aimed at implementing new approaches to science teaching in Georgia, including those with an inquiry-based science education (IBSE) focus. This chapter gives an overview of the Chain Reaction project in Georgia, including discussion of the teacher professional development scheme, the perceptions of teachers following participation and implementation of the project, and the impact of Chain Reaction on students' motivation and teachers' professional development.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"14 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125340938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Chain Reaction 连锁反应
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH004
J. O'Reilly, Liam Guilfoyle, Louise Lehane
{"title":"Chain Reaction","authors":"J. O'Reilly, Liam Guilfoyle, Louise Lehane","doi":"10.4018/978-1-5225-5439-4.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH004","url":null,"abstract":"This chapter presents a case study of the experience of the Irish Chain Reaction (CR) team, which took place during a time of significant curriculum change in the lower secondary school system. As such, it is hoped that those interested in teacher professional development will find the case of interest while acknowledging the varied cultural, material and structural resources, and limitations that influence the context of any educational change process. The authors have placed a significant focus on describing the Irish context to begin this chapter, initially comparing the old science syllabus with the new “specification,” with thought given to the existing modalities of student learning and the nature of teacher professional collaboration and the developments that will be required by the new curriculum. The authors then summarize the plan for CR implementation through a professional learning community (PLC) focused on supporting teacher agency and autonomy in the design of inquiry-based science education (IBSE) classes. Teacher and student reflections of experience are presented.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128678779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
IBSE Training Feedback and Its Impact on the Design of the Next Training Program IBSE培训反馈及其对下一次培训计划设计的影响
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH008
Kallia Katsampoxaki-Hodgetts, Stylianos Terzakis, N. Chaniotakis
{"title":"IBSE Training Feedback and Its Impact on the Design of the Next Training Program","authors":"Kallia Katsampoxaki-Hodgetts, Stylianos Terzakis, N. Chaniotakis","doi":"10.4018/978-1-5225-5439-4.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH008","url":null,"abstract":"An inquiry science-based education is commonly followed in a variety of educational contexts around the world and is a key parameter in various national curriculum guidelines. The impetus of this chapter is to record the initial and final reactions of science teachers participating in a series of one-year action research and training program that took place in the University of Crete (UoC) in 2013-2016, identify their perception of the first training course, and explore the impact this data had on the program's redesign for the following training session by the technical board. Teacher reactions and responses regarding what they thought had, and had not, worked well in their classes were taken into account prior to re-designing the training program that the new teachers were going to join the following year. Looking into the general benefits as well as challenges, the authors also examined the overall effect of the UoC IBSE training program to participants as reported by both students and teachers.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115574266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Experiences of IBSE and Chain Reaction 有IBSE和连锁反应的经验
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH011
David King
{"title":"Experiences of IBSE and Chain Reaction","authors":"David King","doi":"10.4018/978-1-5225-5439-4.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH011","url":null,"abstract":"This chapter considers the impact of professional development on IBSE in the Chain Reaction (CR) project, Ireland. The author offers reflections, based on his own experiences of CR, suffused with the theme of “evolution.” Evolution experienced includes that in thinking, practice, curriculum, and teacher engagement during the project and follow-on professional development endeavors. He speaks as a practicing teacher who, during the lifetime of his engagement with CR, took up a national leadership role in supporting Science Education change in Ireland. He offers that professional development that seeks to enhance social capital creates opportunities for teachers to develop their capacity as science curriculum developers. This has been a guiding precept for CR Ireland and broader professional development endeavors across Ireland in recent years. Evolutions in science education across Ireland have allowed for the integration of IBSE opportunities afforded by the introduction of national policy and the promotion of social capital at CPD to compliment policy intentions.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123765057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Inquiry and Chain Reaction in Germany 德国的调查与连锁反应
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH007
Manuela Welzel-Breuer, N. Marmé, S. Graf, Jonathan Glaser, Ann-Katrin Krebs
{"title":"Inquiry and Chain Reaction in Germany","authors":"Manuela Welzel-Breuer, N. Marmé, S. Graf, Jonathan Glaser, Ann-Katrin Krebs","doi":"10.4018/978-1-5225-5439-4.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH007","url":null,"abstract":"Chain Reaction in Germany was implemented as professional development (PD) project. Starting each year by a PD course the Chain Reaction philosophy, aims and model have been introduced, and the teachers were familiarized with six selected Earth and Universe Pupil Research Briefs (EUPRB), which were given as the practical basis of the IBSE approach. The chosen EUPRBs did match the German curricula regarding content and research focus. The teachers have been adapting these ideas to their own scenarios and their specific school conditions. They delivered student-focused lessons using the EUPRBs or complementing it. Using critical thinking and problem-solving skills, students at secondary level have been working within scientific scenarios they have been personally interested in. Their work has been published via posters and oral presentations that have been shared on the school site as well as on national “Express Yourself Conferences.” These annual conferences celebrated science and the work of the students. In this chapter, challenges, opportunities, activities, and results are reported.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115050304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Relate Research on Students' Views and Teacher Education About Inquiry With Dissemination Activities 如何将学生探究观研究和教师探究教育与传播活动联系起来
Comparative Perspectives on Inquiry-Based Science Education Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-5439-4.CH006
I. Testa, S. Galano, Alessandro Zappia, G. Capasso, L. Smaldone
{"title":"How to Relate Research on Students' Views and Teacher Education About Inquiry With Dissemination Activities","authors":"I. Testa, S. Galano, Alessandro Zappia, G. Capasso, L. Smaldone","doi":"10.4018/978-1-5225-5439-4.CH006","DOIUrl":"https://doi.org/10.4018/978-1-5225-5439-4.CH006","url":null,"abstract":"Inquiry-based science education (IBSE) has been acknowledged as central in many curriculum reforms since mid-nineties. In this chapter, the authors aim to investigate the way IBSE was implemented by Italian science secondary school teachers in the context of the Chain Reaction Project. Thirty teachers attended a professional development course aimed at familiarizing them with IBSE principles. Then, the teachers implemented in their classrooms a teaching-learning sequence (TLS) for at least 5 hours. About 900 students were involved in the activities. Effectiveness of the TLS was measured by administering a pre- and post-implementation questionnaire about Nature of Science. Findings suggest that TLS inquiry aspects have been only partially adopted by the teachers. Moreover, they found that students that obtained the lowest score in the post-test questionnaire were taught by the teachers that mostly transformed the proposed TLSs. The data suggest the need to develop specific training courses to support teachers in the implementation of new methodologies as IBSE.","PeriodicalId":352651,"journal":{"name":"Comparative Perspectives on Inquiry-Based Science Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127559274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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