Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education]

Abstract

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

“…Kjaernsli et al, 2007;Sikko, Lyngved, & Pepin, 2012;Ødegaard & Arnesen, 2010). In the PISA+ video study, which was conducted the year before the Knowledge Promotion Reform was implemented, "very little inquiry science where students used practical experiments as a basis to actively talk science" was found (Ødegaard & Arnesen, 2010, p. 16).…”

Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources

“…• First environment (a) The collective design processes of selected teachers of the French Sésamath association for the design of a grade 10 e-textbook (see Gueudet et al 2016), linked to (b) the investigation of Vera's design/s, as she engages with digital resources in the preparation of/for her teaching, in particular with Sésa-math resources; • Second environment (a) The promoting inquiry-based learning in Mathematics and Science across Europe-PRIMAS (see Sikko et al 2012) project in Norway, linked to (b) the investigation of a Norwegian teacher, Cora, as she interacts with digital (and traditional) PRI-MAS resources.…”

Connectivity in support of student co-design of innovative mathematics curriculum trajectories

“…At the individual level, we also worked with teacher Vera as she engaged with digital resources in the preparation of/for her teaching, in particular with Sésamath resources. -The second environment was the European project PRI-MAS (promoting inquiry-based learning in Mathematics and Science across Europe-see Sikko et al, 2012) in Norway, where selected teachers worked collectively on the re-design and appropriation of developed resources (developed by professional designers). At the individual level, we also investigated the work of teacher Cora, as she interacted with digital (and traditional) PRIMAS resources.…”