Integration of Inquiry-Based Instruction With Formative Assessment: The Case of Experienced Chemistry Teachers

Bernard, Paweł; Dudek-Różycki, Karol; Orwat, Kinga

doi:10.33225/jbse/19.18.184

Cited by 9 publications

(11 citation statements)

References 39 publications

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“…It was due to the fact that the SAILS project, within the framework of which the described training and research were carried out, was oriented on the development of methods for evaluation of students working by inquiry, therefore, this aspect was considered a separate project task. The developed assessment strategies and didactic materials were implemented and evaluated by the teachers, the results of those operations were described as separate case studies (Bernard, Dudek, & Orwat, 2019;Finlayson et al, 2015aFinlayson et al, , 2015b.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

Bernard

Dudek-Różycki

2020

JBSE

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Europe. While participating in the realisation of the aforementioned projects, the partners had to mutually determine how they understood inquiry, what its characteristic features were, and which inquiry elements they wanted to develop/promote. Many of those projects used the definition of IBSE proposed by Linn, Davis and Bell (2004), who stated that inquiry is the: ' …intentional process of diagnosing problems, critiquing experiments, and distinguishing alternatives, planning investigations, researching conjectures, searching for information, constructing models, debating with peers, and forming coherent arguments. (p. 4)' . This definition is in line with the National Research Council (1996) guides, where students engaged in inquiry ' …describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. (p. 2)' . Apart from the definition, invaluable contributions from Bybee (2000; should be noted, where among others, three descriptions of inquiry for teachers were provided and the 5E inquiry cycle was described. Those elements were used in almost all of the 7FP EU projects.Observing the history of the global IBSE implementation, one might think that both the process itself and its effects have been thoroughly studied already. However, despite the fact that education experts have extensively described their experience connected with teachers' training on the application of inquiry and have published the results of completed case studies, the extent to which training in the IBSE influences teachers' practices and students' achievement is still unclear (Capps, Crawford, & Constas, 2012;Ermeling, 2010). In this research, an attempt was made to examine the effect of the teacher training in the IBSE on their professional practices. The training encompassed by the research was carried out within the framework of the SAILS FP7 project. This project was realised in 12 European countries from 2012 to 2015, and during its realisation, more than 2500 of pre-service and in-service teachers participated in the trainings (Jönsson et al., 2015). The aim of the project was to prepare the teachers to teach through inquiry as well as have the confidence and competence in the assessment of their students' learning.The described research was carried out among in-service teachers participating in the project in Poland. In the Polish curriculum, the inquiry-based methods are not listed among the required/recommended teaching methods unambiguously, however, advised teacher/student actions and skills to be developed are in line with the competencies that are taught with IBSE (Polish Core Curriculum, 2008). The designed and implemented teacher education programme (TEP) was based on the framework developed within the SAILS project. The research carried out among the participants of the training was meant to answer a general question: "What is the effect of the training on the actual teachers' school practices?" The authors of the TEP an...

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Section: Discussionmentioning

confidence: 99%

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

Bernard

Dudek-Różycki

2020

JBSE

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“…Research deals with formative assessment integrated in inquiry has been focused more on teacher practices (Bernard et al, 2019;Correia & Harrison, 2020;Grob et al, 2017;Ruiz-Primo & Furtak, 2007) and its effects on students (Bulunuz, 2017;Kusairi et al, 2021;Psycharis, 2016;Srisawasdi & Panjaburee;2015;Yue Yin et al, 2008). Regarding these studies, researchers come to an agreement that constant assessment of students' conceptions, which is formative assessment, is essential to stimulate teaching and learning during inquiry.…”

Section: Literature Review and Research Aimmentioning

confidence: 99%

“…& Li, L. 2021). Moreover, even well-educated and experienced teachers had difficulties while integrating formative assessment in inquirybased learning because making the assessment formative was an approach outside of the order they were used to (Bernard, et al, 2019). Consequently, in-service and pre-service teacher education programs can be designed to encourage teachers in this integration.…”

Section: Conclusion Suggestion and Implicationmentioning

confidence: 99%

Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning

Koksalan,

Ogan-Bekiroglu

2024

Sci Insights Educ Front

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Scaffolding in learning and teacher guidance during inquiry can be attained by formative assessment, which needs to be built into every stage of inquiry. Investigation of the effects of embedded formative assessment in inquiry-based learning on students’ conceptual understanding was the aim of this study. Mixed method experimental research design including quantitative and qualitative data collection methods was used for this study. The participants were 41 students, who were in tenth grade of a suburban public high school. The study reached the following conclusions. First, formative assessment combined with inquiry-based teaching serves as a catalyst for students’ conceptual learning and elevates effects of inquiry. Second, eliciting evidence of learning and feedback may be the primary stages of formative assessment in accelerating student learning and supporting student knowledge development. This study suggests that assessment should be done when teaching continuous and teachers need to adopt formative assessment while performing inquiry-based teaching.

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“…Doing science experiments is believed to enable students to actively construct knowledge (Škoda et al, 2015), develop scientific reasoning, and science process skills while practically experiencing how scientists work to generate scientific knowledge (Abrahams & Millar, 2008;George-Williams et al, 2020;Kanari & Millar, 2004;Toplis & Allen, 2012). Minds-on activities such as science experiments are also essential for internalising procedures paramount for solving contemporary problematic situations occasioned by disease, hunger, environmental pollution and an exponential increase in the world population leading to knowledge generation (Bernard et al, 2019;Hammer & Manz, 2019). The emphasis on science experiments at high school level is also informed by the global advocacy on Science, Technology, Engineering and Mathematics (STEM) education given the universal nature of (science) process skills.…”

Section: Science Experiments In Context and Their Worthmentioning

confidence: 99%

Upper-Secondary School Students’ Approaches to Science Experiments in an Examination Driven Curriculum Context

Chirikure

2020

JBSE

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This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

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Integration of Inquiry-Based Instruction With Formative Assessment: The Case of Experienced Chemistry Teachers

Cited by 9 publications

References 39 publications

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

The Impact of Professional Development in Inquiry-Based Methods on Science Teachers’ Classroom Practice

Examination of Effects of Embedding Formative Assessment in Inquiry-Based Teaching on Conceptual Learning

Upper-Secondary School Students’ Approaches to Science Experiments in an Examination Driven Curriculum Context

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