Tipo
Artigos em Revista
Tipo de Documento
Artigo Completo
Título
Inquiry-based science learning in the context of a continuing professional development program for biology teachers.
Participantes na publicação
Maria Amélia Martins-Loução (Author)
cE3c
Gisela Gaio-Oliveira (Author)
CIÊNCIA VIVA - AGÊNCIA NACIONAL PARA A CULTURA CIENTÍFICA E TECNOLÓGICA
cE3c
Ana Raquel Barata (Author)
MUSEUS DA POLITÉCNICA DA UL
Nuno Carvalho (Author)
CIÊNCIA VIVA - AGÊNCIA NACIONAL PARA A CULTURA CIENTÍFICA E TECNOLÓGICA
Resumo
The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers’ understanding and classroom implementation of inquiry. Evolution of teachers’ practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year inde- pendent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching bio- diversity and climate change in the context of their own classrooms.
Editor
Mark Winterbottom
Data de Publicação
2019-04-20
Instituição
FACULDADE DE CIÊNCIAS DA UNIVERSIDADE DE LISBOA
Suporte
Taylor and Francis
Identificadores da Publicação
eISSN - 2157-6009
Local
5 Howick Place | London | SW1P 1WG
Organizadores
Royal Society of Biology
Editora
Taylor & Francis Group
Coleção
Journal Biological Education
Página Inicial
497
Página Final
513
Identificadores do Documento
URL -
doi.org/10.1080/00219266.2019.1609566
Keywords
Inquiry
Science education
learning outside classroom
biodiversity
climate change
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