Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Primary and lower secondary teachers’ response of inquiry-based science teaching as characterized in a curriculum within a continuous professional development program
Karlstads universitet. (SMEER)
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
Karlstads universitet. (SMEER)
2013 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Refereegranskat)
Abstract [en]

Teachers’ response and implementation of inquiry-based science teaching instructions within different settings will have a broad impact on science education by reflecting what may be realistically to accomplish on a large scale. A lot of studies on inquiry-based science teaching have involved programmes designed by researchers and taught by expert teacher. But these tend to work with volunteer teachers likely to be highly supportive. In this study all science teachers from eight different schools within the same school district will participate in a program aiming to implement inquiry-based science teaching as characterised in the Swedish curricula. This is done within the context of a continuous professional development program where teachers’ will participate in a co-constructing process developing inquiry-based teaching. This will enable us to take a broad range of teachers voices into account within the same school district.The aim of the study is to explore teachers’ response of inquiry-based teaching as characterized in a curricula and what condition the teachers’ response. The main questions will be how science teachers experience inquiry-based science teaching, what factors condition these experiences and what characteristics are emphasised in the co-constructed inquiry-based teaching developed during the teacher-training program. Multiple qualitative methods will be used: audio-recorded co-reflections, semi-structured interviews and written documentations from teacher designed instructions. The data collection started September 2012 and will be transcribed and analysed continuously as it become available. The data collection will end in May 2013 and all the data will then be analysed. 

Ort, förlag, år, upplaga, sidor
2013.
Nyckelord [en]
Inquiry, Teacher Professional Development
Nationell ämneskategori
Didaktik
Forskningsämne
ämnesdidaktik
Identifikatorer
URN: urn:nbn:se:su:diva-93663OAI: oai:DiVA.org:su-93663DiVA, id: diva2:647653
Konferens
ESERA (European Science Education Research Association) conference. Sept. 2-7 2013, Nicosia/Cyprus
Forskningsfinansiär
EU, FP7, Sjunde ramprogrammet, 266589Tillgänglig från: 2013-09-12 Skapad: 2013-09-12 Senast uppdaterad: 2022-02-24Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Person

Rundgren, Carl-Johan

Sök vidare i DiVA

Av författaren/redaktören
Rundgren, Carl-Johan
Av organisationen
Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Didaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 558 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf