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020 _a9783319914060
024 7 _a10.1007/978-3-319-91406-0
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
245 1 0 _aProfessional Development for Inquiry-Based Science Teaching and Learning
_h[electronic resource] /
_cedited by Olia E. Tsivitanidou, Peter Gray, Eliza Rybska, Loucas Louca, Costas P. Constantinou.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aVI, 284 p. 26 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContributions from Science Education Research,
_x2213-3623 ;
_v5
505 0 _aPreface -- What is inquiry-based science teaching and learning? Costas P. Constantinou and Olia E. Tsivitanidou -- Section 1: Promoting student inquiry in the science classroom -- Science inquiry as part of technological design: a case of school based development in Norway, Berit Bungum -- Promoting IBSE with living organisms: Introducing snails in the secondary science classroom, Eliza Rybska -- Drama as a Learning Medium in Science Education, Ran Peleg, Anna-Lena Østern, Alex Strømme, Ayelet Baram Tsabari -- Section 2: Familiarizing teachers with motivational approaches and scientific literacy goals for inquiry based learning, Using motivational theory to enrich IBSE teaching practices, Hanne Møller Andersen, Lars Brian Krogh -- Taking advantage of the synergy between scientific literacy goals, inquiry based methods and self-efficacy to change science teaching, Robert Evans and Jens Dolin -- Inquiry-based approaches in primary science teacher education, Sami Lehesvuori, Ilkka Ratinen, Josephine Moate, Jouni Viiri -- Section 3: Fostering teachers’ competences in cross-domain scientific inquiry -- Promoting Pre-service Teachers’ Ideas about Nature of Science through Science-related Media Reports, Gultekin Cakmakci and Yalcin Yalaki -- The development of collaborative problem solving abilities of pre-service science teachers by stepwise problem-solving strategies, Palmira Pečiuliauskienė and Dalius Dapkus -- Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning, Anni Loukomies, Kalle Juuti, and Jari Lavonen -- Section 4: Capitalizing on teacher reflections to enhance inquiry-based science teaching -- Biology Olympiad as a Resource and Inspiration for Inquiry–Based Science Teaching, Jan Petr, Miroslav Papáček and Iva Stuchlíková -- A Teacher Professional Development Programme on Dialogic Inquiry, Margareta Enghag, Susanne Engström, and Birgitta Norberg -- Designing teacher education and professional development activities for science learning, Andrée Tiberghien, Zeynab Badreddine, and David Cross -- Conclusions -- Concluding remarks: Challenges in implementing IBSE, Loucas T. Louca, Thea Skoulia, Olia E. Tsivitanidou and Costas P. Constantinou. .
520 _aThis book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers’ community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.
650 0 _aScience
_xStudy and teaching.
650 1 4 _aScience Education.
_0http://scigraph.springernature.com/things/product-market-codes/O27000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
700 1 _aTsivitanidou, Olia E.
_eeditor.
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700 1 _aGray, Peter.
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700 1 _aRybska, Eliza.
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700 1 _aLouca, Loucas.
_eeditor.
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700 1 _aConstantinou, Costas P.
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710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319914053
776 0 8 _iPrinted edition:
_z9783319914077
776 0 8 _iPrinted edition:
_z9783030082451
830 0 _aContributions from Science Education Research,
_x2213-3623 ;
_v5
856 4 0 _uhttps://doi.org/10.1007/978-3-319-91406-0
_yElectronic version- Цахим хувилбар
942 _2ddc
_cEBOOK