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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)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Karlstads universitet. (SMEER)
2013 (English)Conference paper, Poster (Refereed)
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. 

Place, publisher, year, edition, pages
Keyword [en]
Inquiry, Teacher Professional Development
National Category
Research subject
Subject Learning and Teaching
URN: urn:nbn:se:su:diva-93663OAI: diva2:647653
ESERA (European Science Education Research Association) conference. Sept. 2-7 2013, Nicosia/Cyprus
EU, FP7, Seventh Framework Programme, 266589
Available from: 2013-09-12 Created: 2013-09-12 Last updated: 2013-10-29Bibliographically approved

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Rundgren, Carl-Johan
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Department of Mathematics and Science Education

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