Inquiry Based Science Teaching

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Inquiry Based Science Teaching
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Mind the Gap

• Secondary science is characterized by
• Duality of teaching science for future scientists
  and also for scientific literacy
• Teachers with adequate subject background yet
  little pedagogical training and reflection
• Crowded curriculum emphasizing factual
  information and memorization
• Little emphasis on the use of authentic science
  topics leading to exposure to career choices

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Inquiry based science teaching

• Authentic and problem based learning activities
  where there may not be a correct answer
• A certain amount of experimental procedures,
  experiments and hands-on activities, including
  searching for information
• Self regulated learning sequences where student
  autonomy is emphasized
• Discursive argumentation and communication with
  peers (talking science)

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Goals

• To promote the use of Inquiry-based teaching in
  science classrooms
• To exchange, develop and disseminate ideas of
  good practice in Inquiry-based teaching

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Minding the Gaps

• The gap between theory and practice
• The gap between teaching and learning
• The gap between research and practice
• The gap between policy and classroom practice
• The gap between cognitive demands and available

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The partners

• University of Oslo
• Centre National de la Recherche Scientifique
• University of Copenhagen
• University of Bristol
• Universite Rennes 2 Haute Bretagne
• Leibniz Institute for Science Education,
  University of Kiel
• Hungarian Research Teachers Association
• Universidade de Santiago de Compostela
• Fredrich Schiller University of Jena

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Work packages
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Deliverables

• Overview of policies and curriculum frameworks
  for use of IBST in science teaching
• Video materials demonstrating best practice
• Relationship between scientific literacy and IBST
• Argumentation resources
• ICT and IBST Viten units as examples
• Teacher professional development workshops (2)