The Teaching and Assessment of Inquiry Competences

Rönnebeck, Silke; Nielsen, Jean; Olley, Christopher; Ropohl, Mathias; Stables, Kay

doi:10.1007/978-3-319-63248-3_2

Cited by 12 publications

(13 citation statements)

References 35 publications

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“…Both reviews reflected similar phases and steps of the inquiry process and developed an inquiry model that encompassed generic competence, such as communication, and sciencespecific competence, like designing investigations (Rönnebeck, Nielsen, Olley, Ropohl, & Stables, 2018). While Pedaste et al's review (2015) focused on the studies that described inquiry as integrated activities or phases that form a cycle, examined studies that referred to inquiry as both single activities and a set of integrated activities.…”

Section: The Conceptual Framing Of Inquiry In This Studymentioning

confidence: 99%

“…While Pedaste et al's review (2015) focused on the studies that described inquiry as integrated activities or phases that form a cycle, examined studies that referred to inquiry as both single activities and a set of integrated activities. In addition, Rönnebeck et al's framework explicitly acknowledged the importance of relating inquiry to student understanding about scientific concepts and the nature of science Rönnebeck et al, 2018), which generally aligns with how inquiry is conceptualized in the TIMSS and PISA 2015 studies. Against this backdrop, I have applied the inquiry framework from to frame the conceptualization of inquiry as both an instructional approach and outcome in this study.…”

Section: The Conceptual Framing Of Inquiry In This Studymentioning

confidence: 99%

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More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

104

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Considerable research has demonstrated that teachers' self-efficacy plays a major role in implementing instructional practices. Only few studies, however, have examined the interplay between how teachers' self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CASs), especially in science classrooms. Using the Trends in Mathematics and Science Study 2015 data from science teachers in Grades 4, 5, 8, and 9, we explored the extent to which teachers' self-efficacy in science teaching and the perceived time constraints explained variations in the enactment of general and inquiry-based CAS. Findings from the overall sample showed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. These relationships also existed across grade levels, except on the relations between perceived time constraint and inquiry-based CAS, which was only significant for the science teachers in Grade 9. We discuss these findings in light of variations in the core competencies of science curriculum, teachers' competences, and the resources for science activities between primary and secondary education. We also point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy.

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Section: The Conceptual Framing Of Inquiry In This Studymentioning

confidence: 99%

Section: The Conceptual Framing Of Inquiry In This Studymentioning

confidence: 99%

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Teig

Scherer

Nilsen

2018

Learning and Instruction

104

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“…This brief account will help to identify the particular pedagogic strategies and skills which teachers will have to practise if they are to help their students to become capable and confident learners. A review of this work (Ronnebeck, Nielsen, Olley, Ropohl, & Stables, ), analysing the complexity of the tasks involved, concluded that they must develop a linked set of skills in design, implementation and assessment if they are promote their students’ capability to tackle inquiry tasks.…”

Section: Introductionmentioning

confidence: 99%

Helping students to become capable learners

Black

2018

Euro J of Education

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The main aim of this article is to argue that the need for teachers and their schools to prepare their students for life beyond their schooldays must be met by requiring teachers themselves to both achieve this aim and produce the evidence of their students' capability as learners. In so doing, they must change their classroom teaching from a focus on transmission of content knowledge to the active involvement of students in open-ended and collaborative learning.Achievement of this aim requires that some specific features of pedagogy be implemented in classrooms. In order to do this, teachers will have to develop the linked skills of design of activities, of guidance of students' progress, of the adaptation of the design through teacherstudent and student-student interaction, and of making assessments at the many stages of implementation and as a final summation of achievement. So a secondary aim of this article is to review the evidence for work which has studied the development of these skills with and by teachers.

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“…In addition, it is well documented that teachers find it challenging to incorporate a competenceoriented approach into their teaching and assessment (Dolin et al, 2018;Nielsen & Nielsen, 2019;. The concept of competence has also proved difficult to define and operationalize for teaching and assessment and thus hinders appropriate support for teachers on how to adopt the concept into their classroom practice (Dolin, Nielsen, & Tidemand, 2017;Nielsen, Dolin, & Tidemand, 2018;Rönnebeck et al, 2018).…”

Section: Background and Research Questionsmentioning

confidence: 99%

“…In sum, the revised curriculum contains significant changes in terms of what and how teachers ought to treat models, modelling and scientific inquiry in the classroom. On top of this, the Danish teachers were also asked to add a complicated and poorly-defined 4 / 18 competence-oriented approach to modelling (Nielsen, 2015;Rönnebeck et al, 2018). The introduction of so many major curriculum changes must clearly be a demanding task for teachers to implement.…”

Section: Science Teaching and Science Teachers In Denmarkmentioning

confidence: 99%

Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

Nielsen

2021

EURASIA J Math Sci Tech Ed

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As part of curriculum reforms, models and modelling (MoMo) are playing an increasingly prominent role in science education. Through a questionnaire study, this paper investigates lower secondary school teachers' (n = 246) perceived practices of, rationales behind, and possibilities for working with MoMo in the context of the revised science curriculum. Our findings suggest that: (1) teachers prioritize the subject-specific knowledge embedded in models over and above the modelling process and meta-knowledge; (2) teachers prioritize engaging students in MoMo activities for descriptive rather than predictive purposes; (3) the process of designing, evaluating and revising models based on students' own inquiry only plays a minor role in teachers' practice and; (4) a content-heavy curriculum and multiple-choice exam are counterproductive to teachers' efforts to implement a more competence-oriented approach to MoMo. Our study also sheds light on, and discusses implications for, how to enhance teachers' possibilities of teaching for modelling-competence.

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The Teaching and Assessment of Inquiry Competences

Cited by 12 publications

References 35 publications

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science

Helping students to become capable learners

Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

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