Inquiry science teaching in Portugal and some other countries as measured by PISA 2006

Valente, Maria Odete; Fonseca, Jesuína; Conboy, Joseph

doi:10.1016/j.sbspro.2011.02.034

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…The activity could train the students' thinking skills especially their creativity. The training provided marginal improvements in creative problemsolving skills by reducing perceptual and functional fixations and mental blocks [14].…”

Section: Student Creativity and Posttestmentioning

confidence: 98%

Studentsr Creativity and High-Order Thinking Skills in Laboratory Activity of Surface Chemistry

Yonata¹,

Tjahjani²,

Novita³

2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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Students' creativity and High-Order thinking skills involved in the enrollment of surface chemistry course was examined in this study. The laboratory activity worksheet developed in previous research done by Yonata et al (2017) was used to guide student activity. Meanwhile, the students' creativity was assessed through laboratory report. The instruments used to obtain data on students' high-order thinking have been developed also in previous research by Yonata, et al (2017). High-order thinking skill refers to the revised version of Bloom taxonomy with C4, C5, and C6 level. The high-order thinking test is an essay test in which a phenomenon is presented and the students' performance was determined by the variables (C5), problem formulation (C4), hypothesis (C6), experimental procedure (C6), experimental analysis (C4), and conclusion (C5). The test was taken by individual students before and after the laboratory activities. From the results of the study, it was obtained come data showing that, in the pretest, there were still 61% of students who mastered high-order thinking skills while, in the posttest, 100% of the students completed the skills. Meanwhile, the result of the students' creativity shows that every student had different procedure to conduct experiment shown in the posttest.

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Section: Student Creativity and Posttestmentioning

confidence: 98%

Studentsr Creativity and High-Order Thinking Skills in Laboratory Activity of Surface Chemistry

Yonata¹,

Tjahjani²,

Novita³

2018

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018)

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“…Around the world, policy documents and curriculum materials were developed based on the idea of inquirybased learning as the way to improve science education (Abd-El-Khalick andLederman 2000, Valente, Fonseca, andConboy 2011). Although inquiry-based science education (IBSE) has been recommended since 1996 (Morrison 2008), it is often viewed as a body of knowledge, rather than a process in which a better understanding of the world can be obtained.…”

Section: The Inquiry Conceptmentioning

confidence: 99%

“…A previous programme developed in Portugal has shown that after the development of a multidisciplinary inquiry-based activities learning processes were different between teachers (Boaventura and Faria 2015). An international analysis, Portugal included, about teaching methodologies to develop scientific literacy within students, according to OCDE definition, has shown that IBSE practises tend to have a low impact on students' achievements (Valente, Fonseca, and Conboy 2011). However, another Portuguese study has shown that environmental education inquiry-based methodologies was able to promote the students' ecological self-identity, the personal norm and pro-environmental practises (Barata, Castro, and Martins-Loução 2016).…”

Section: Study Goalsmentioning

confidence: 99%

Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

Martins-Loução

Gaio-Oliveira

Barata

et al. 2019

Journal of Biological Education

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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 present inquiry-based science education (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 independent 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 practises. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms.

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Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015

Tang

Tsai

Barrow

et al. 2018

International Journal of Science Education

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Inquiry science teaching in Portugal and some other countries as measured by PISA 2006

Cited by 7 publications

References 13 publications

Studentsr Creativity and High-Order Thinking Skills in Laboratory Activity of Surface Chemistry

Studentsr Creativity and High-Order Thinking Skills in Laboratory Activity of Surface Chemistry

Inquiry-based science learning in the context of a continuing professional development programme for biology teachers

Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015

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