ΤΟ ΔΙΕΡΕΥΝΗΤΙΚΟ ΜΟΝΤΕΛΟ ΔΙΔΑΣΚΑΛΙΑΣ ΣΤΙΣ ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ: ΑΠΟΨΕΙΣ ΚΑΙ ΔΥΣΚΟΛΙΕΣ ΣΤΗΝ ΕΦΑΡΜΟΓΗ ΤΟΥ ΜΟΝΤΕΛΟΥ ΑΠΟ ΠΡΟΫΠΗΡΕΣΙΑΚΟΥΣ ΕΚΠΑΙΔΕΥΤΙΚΟΥΣ

PDF (ελληνικά)
Published: Sep 14, 2024
DOI: https://doi.org/10.12681/nrcodiste.5972
Keywords:
pre-service teachers’ ideas teachers’ science education inquiry based learning
Φωτεινή Μαρή
Κωνσταντίνα Στεφανίδου
Abstract

In the present paper, we present our research on student teachers’ ideas of the National and Kapodistrian University of Athens (pre-service teachers) on the value of Inquiry Based Learning  and the evolution of these ideas, after their participation in an appropriately designed Science Education laboratory. The research is work in progress, however, there is strong evidence that pre-service teachers have difficulties in applying IBL and more precisely in defining research questions and lesson plan goals and in designing appropriate activities that follow IBL guidelines.

Article Details
  • Section
  • ΜsCs
References
Σκορδούλης, Κ., & Στεφανίδου Κ. (2021). Διδακτική Μεθοδολογία των Φυσικών Επιστημών: Θεωρία και Πρακτική. Προπομπός. ISBN: 978-618-5036-69-0
Barnett, J., Hodson, D. (2001). Pedagogical Context Knowledge:Toward a Fuller Understanding of What Good Science Teachers Know, Science Teacher Education, 85 (4), 426-453. https://doi.org/10.1002/sce.1017
Bybee, R., Taylor, J., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A. (2006). The BSCS 5E Instrucrional model: Origins and effectiveness. Colorado Springs, CO: BSCS.
https://www.researchgate.net/publication/281412517_The_BSCS_5E_instructional_model_Origins_and_effectiveness
Eick, C., Reed, C. (2002). What Makes an Inquiry-Oriented Science Teacher? The Influence of Learning Histories on Student Teacher Role Identity and Practice, Science Education, Vol.86, 401–416. https://doi.org/10.1002/sce.10020
Gay, L. R., Mills, E., Airasian, P., (2012) Educational Research: Competencies for Analysis and Applications, Pearson Education, Inc. ISBN 13: 978-0-13-261317-0
Han, S., Blank, J, & Berson, Ι. (2017). To Transform or to Reproduce: Critical Examination of Teacher Inquiry Within Early Childhood Teacher Preparation. Journal of Early Childhood Teacher Education 38 (4): 308–325. https://doi.org/10.1080/10901027.2017.1393643
McComas, M., Almasroa, H., Clough, M. (1998). The Nature of Science in Science Education: An Introduction, Science & Education, 7, 511-532. https://doi.org/10.1023/A:1008642510402
Stefanidou, C., Stavrou, I., Kyriakou, K. & Skordoulis, C. (2020). Inquiry-based Teaching and Learning in the Context of Pre-service Teachers’ Science Education. Universal Journal of Educational Research, 8(11B), 5894-5900 https://doi.org/10.13189/ujer.2020.082223
Schubert, W. (2012). Foreword: More Teacher Lore. Counterpoints, 411, IX–XVII. http://www.jstor.org/stable/42981668
The PRIMAS project: Promoting inquiry-based learning (IBL) in mathematics and science education across Europe, 12. 2013, pp. 43-48. Retrieved: April, 28, 2022, from https://primas-project.eu/wp-content/uploads/sites/323/2017/11/PRIMAS_D-9.3_IBL-Implementation-survey-report.pdf?fbclid=IwAR1AaTsgqPc3wZ8kUWTWy2zCjcA9dS3wcInN_ntc5XE0KangMcrNyZ_auAk
Zoupidis, A., Tselfes, V. & Kariotoglou, P. (2021). Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods, International Journal of Early Years Education. https://doi.org/10.1080/09669760.2021.1890552