Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Petermann, Verena; Vorholzer, Andreas

doi:10.3390/educsci12090593

Cited by 5 publications

(2 citation statements)

References 74 publications

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“…These authors also demonstrated that inquiry-based laboratory activities enable pre-service teachers to acquire both scientific knowledge and scientific competence. Based on this assertion and in consideration of Petermann et al's [55] findings on teachers' beliefs related to cultivating inquiry competence, it is recommended that teacher education institutions adapt their curriculum designs to include inquiry and provide comprehensive training to pre-service teachers. Furthermore, in-service teachers have cited a lack of resources as an impediment to the implementation of inquiry-based teaching [19].…”

Section: Performance Of the Pre-service Teachermentioning

confidence: 99%

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

Delgado-Iglesias,

Bobo-Pinilla,

Reinoso-Tapia

et al. 2024

Education Sciences

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The aim of this study is to assess the application of inquiry as a teaching strategy during the practicum of a pre-service teacher and to verify the acquisition of scientific skills by her students. The importance of this study is the application of inquiry as a teaching strategy at lower levels of basic education to contribute to scientific skills and scientific literacy. The sample consisted of 27 pupils in the first level of primary education and one pre-service teacher in a Spanish school. The methodology used was a case study with a participatory experimental design, incorporating guided discovery and teacher questioning focused on plant growth. The results indicate that the pupils improved their understanding and assimilation of content related to plant functions, scientific procedures, and critical thinking. The pre-service teacher demonstrated mastery of the inquiry-based methodology, confirming an adequate level of both pedagogical and scientific competence. Some suggestions are provided to enhance her training. The study concludes by demonstrating that it is possible to implement inquiry at any educational level, despite the potential limitations of the students. It is recommended that pre-service teachers receive comprehensive training to enable them to facilitate the acquisition of scientific competence among their students.

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Section: Performance Of the Pre-service Teachermentioning

confidence: 99%

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

Delgado-Iglesias,

Bobo-Pinilla,

Reinoso-Tapia

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…This bespeaks inquiry is a germane educational topic. Numerous standards worldwide recognize the cultivation of students' competencies related to partaking in and reflecting on inquiry activities as a central mission of education (Petermann & Vorholzer, 2022). For example, in the United States, the science learning performance criteria (outlined in the next generation science standards) are implemented in schools to articulate expectations for learning outcomes and provide educators with the flexibility to set up classroom experiences that spark students' interest towards science and prepare them for academia, employment, and citizenship.…”

Section: / 16mentioning

confidence: 99%

The geographic inquiry process skills scale: A validation study

Sadykova

Yesnazarova

Tokbergenova

2023

EURASIA J Math Sci Tech Ed

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Geographic inquiry has immense potential to spark the interest of school students in science and societal issues, such as climate change or resource scarcity. However, implementing inquiry-based learning in secondary school contexts is frequently seen as a challenge. So far, standardized geography assessments have primarily focused on students’ spatial-thinking abilities, and there is a dearth of practicable tools to measure their inquiry skills. This study aimed to translate the self-report geographic inquiry process skills scale into Kazakh and test its reliability and validity among Kazakhstani secondary students. A total of 826 secondary school students aged between 13 and 18 were included in the analysis. Both exploratory and confirmatory factor analyses jointly supported a five-dimensional structure of the questionnaire. The scale exhibited sound measurement properties, including consistency over a two-week test-retest interval. The scores for the adapted instrument were not significantly correlated with participant gender, grade, age, or time spent preparing for the cross-national geography assessment. Proposals for future research are outlined.

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Science teachers' beliefs about teaching and learning related to content and procedural goals

Petermann,

Vorholzer,

von Aufschnaiter

2024

J Res Sci Teach

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Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined whether these beliefs are similar across different goals within a subject. The study reported addresses this question by investigating and comparing beliefs about teaching and learning regarding two prominent main goals of science education: content goals that refer to scientific phenomena, laws, theories, and disciplinary core ideas and procedural goals that refer to scientific procedures and practices. To that end, data from 170 German teachers were collected in 2019 and 2020 with an online questionnaire. After modeling the data and assessing the quality of measurement via Rasch analysis techniques, subsequent t‐tests were employed to compare beliefs. Results reveal that science teachers' beliefs vary between both main goals. For instance, teachers believe that achieving procedural goals requires primarily doing science with lesser relevance of discussing and elaborating with students explicitly the rules and strategies for engaging appropriately in scientific practices (e.g., control of variables strategy). In contrast, teachers believe that for achieving content goals, explicit instruction about corresponding conceptual knowledge is of higher relevance. Furthermore, the analysis reveals differences in teachers' beliefs about their own abilities. Teachers typically believe they are more able to teach and deal with content goals compared with procedural goals. The differences reported may help to understand research on teachers' classroom practice and can inform teacher training and professional development.

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Relationship between Beliefs of Teachers about and Their Use of Explicit Instruction When Fostering Students’ Scientific Inquiry Competencies

Cited by 5 publications

References 74 publications

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

Is It Possible to Apply Inquiry in the First Level of Primary School without Hindering the Acquisition of Scientific Competencies? Perspectives of Pupils and Their Pre-Service Teacher

The geographic inquiry process skills scale: A validation study

Science teachers' beliefs about teaching and learning related to content and procedural goals

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