Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Enhancing science teachers’ professional knowledge on inquiry-based science teaching.
Stockholm University, Faculty of Social Sciences, Department of Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2015 (English)In: II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020 – Science with and for Society. / [ed] B. Cavas & G. Cakmakci, Istanbul: Bahcesehir University , 2015, 30-30 p.Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Inquiry-based science education (IBSE) has been addressed in science education internationally during the past decades, and the new Swedish curriculum from 2011 also emphasize the need to develop students’ inquiry skills. However, to what extent school teachers in Sweden have developed their professional knowledge on IBSE has only been focused in a small number of studies in Sweden and it was found that in-service teachers were not well-informed about the ideas of IBSE (Lunde, Rundgren, & Chang Rundgren, 2015). Therefore, in the PROFILES project in Sweden, we could create time and space for in-service teachers to develop and reflect on IBSE. The purpose of this presentation is to share our experiences on the development of PROFILES with in-service science teachers (primary and lower secondary school levels) in Sweden during year 2012 to 2014. A model termed context-inquiry-assessment (CIA) continuously professional development (CPD) is introduced in the presentation together with suggestions on different teacher professional development approaches (e.g. design-based, learning study and action research) (Chang Rundgren, in press) as well as the detailed professional reflection on pedagogical content knowledge (PCK).  

 

 

References

   Lunde, T., Rundgren, C-J, Chang Rundgren, S. N. (2015) När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen. NorDiNa (Nordic Studies in Science Education) 11(1) 88-101.

Lunde, T. (2014). När läroplan och tradition möts. Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del. Licentiate Thesis. Karlstad University Studies 2014:42. ISBN 978-91-7063-577-9

 

Place, publisher, year, edition, pages
Istanbul: Bahcesehir University , 2015. 30-30 p.
Keyword [en]
IBSE, inquiry, science education
National Category
Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-116823ISBN: 978-605-355-391-5 (print)OAI: oai:DiVA.org:su-116823DiVA: diva2:808458
Conference
II IOSTE Eurasian Regional Symposium & Brokerage Event Horizon 2020 – Science with and for Society, April 24-26 2015, Istanbul, Turkey
Projects
PROFILES
Funder
EU, FP7, Seventh Framework Programme, FP7-266589
Available from: 2015-04-28 Created: 2015-04-28 Last updated: 2015-05-12Bibliographically approved

Open Access in DiVA

No full text

Other links

Abstract

Search in DiVA

By author/editor
Chang Rundgren, Shu-NuRundgren, Carl-Johan
By organisation
Department of EducationDepartment of Mathematics and Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 389 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf