This study reports on the use of Inquiry-based science education (IBSE) materials and activities on theconcept of Sound that have been used to teach lower and upper secondary school students by teacherswho have participated in IBSE teacher education (Slovakia, Italy) as well as to teach pre-service teachers (Ireland). An IBSE method has been adopted by the ESTABLISH project (FP7, 2010-2013) to promote the implementation of innovative teaching and learning approaches for student-led inquiry based activities in the classroom. An IBSE approach is considered to encourage students´ active involvement in their learning compared to traditional methods. This project has developed teaching and learning materials for teachers and students that facilitate inquiry-based learning. An inevitable presumption to the effective implementation of IBSE is a well-trained teacher who is confident and competent in the appropriate use of IBSE methods of teaching. Hence, in-service teachers have participated in at least 10-hours professional development training to experience and develop their inquiry based teaching strategies using specifically developed materials. However, for any change in teaching methodology and/or curricula to occur, evidence must be clearly shown of its value in teaching and its impact on student learning. Therefore, the participating teachers implementing IBSE within their classrooms are provided with instruments and tools to collect information from students as well as collect teachers´ feedback about the impact of IBSE on their students. Evidence of the impact of this approach and materials has been collected from both the participating teachers and their students and the results and feedback of this teaching approach and the impact of IBSE on the students will be presented. In particular, the impact on students’ appreciation of the importance of science and technology in society, the impact on students´ inclination towards taking up careers in science and the impact on intrinsic motivation for learning science will be discussed.
|Numero di pagine||12|
|Stato di pubblicazione||Published - 2014|