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Professional Development for Inquiry-Based Science Teaching and Learning

  • Olia E. Tsivitanidou
  • Peter Gray
  • Eliza Rybska
  • Loucas Louca
  • Costas P. Constantinou

Part of the Contributions from Science Education Research book series (CFSE, volume 5)

Table of contents

  1. Front Matter
    Pages i-vi
  2. Costas P. Constantinou, Olia E. Tsivitanidou, Eliza Rybska
    Pages 1-23
  3. Promoting Student Inquiry in the Science Classroom

    1. Front Matter
      Pages 25-25
    2. Ran Peleg, Anna-Lena Østern, Alex Strømme, Ayelet Baram Tsabari
      Pages 65-83
  4. Familiarizing Teachers with Motivational Approaches and Scientific Literacy Goals for Inquiry Based Learning

    1. Front Matter
      Pages 85-85
    2. Hanne Møller Andersen, Lars Brian Krogh
      Pages 87-103
    3. Sami Lehesvuori, Ilkka Ratinen, Josephine Moate, Jouni Viiri
      Pages 121-134
  5. Fostering Teachers’ Competences in Cross-Domain Scientific Inquiry

  6. Capitalizing on Teacher Reflections to Enhance Inquiry-Based Science Teaching

    1. Front Matter
      Pages 203-203
    2. Jan Petr, Miroslav Papáček, Iva Stuchlíková
      Pages 205-222
    3. Margareta Enghag, Susanne Engström, Birgitta Norberg Brorsson
      Pages 223-243
    4. Andrée Tiberghien, Zeynab Badreddine, David Cross
      Pages 245-259
    5. Loucas Louca, Thea Skoulia, Olia E. Tsivitanidou, Costas P. Constantinou
      Pages 261-280
  7. Back Matter
    Pages 281-284

About this book

Introduction

This 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.

Keywords

teacher education Science- Teacher Education Advanced Methods S-TEAM Inquiry Based Science Education initial teacher preparation scientific literacy teacher empowerment student inquiry science classroom secondary science classroom promoting student inquiry motivational approaches for teachers using motivational theory inquiry based method science teaching problem solving abilities

Editors and affiliations

  • Olia E. Tsivitanidou
    • 1
  • Peter Gray
    • 2
  • Eliza Rybska
    • 3
  • Loucas Louca
    • 4
  • Costas P. Constantinou
    • 5
  1. 1.Department of Educational SciencesUniversity of CyprusNicosiaCyprus
  2. 2.Norwegian University of Science and TechnologyTrondheimNorway
  3. 3.Department of Nature Education and ConservationAdam Mickiewicz UniversityPoznańPoland
  4. 4.Department of Education SciencesEuropean University CyprusNicosiaCyprus
  5. 5.Department of Educational SciencesUniversity of CyprusNicosiaCyprus

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-91406-0
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-91405-3
  • Online ISBN 978-3-319-91406-0
  • Series Print ISSN 2213-3623
  • Series Online ISSN 2213-3631
  • Buy this book on publisher's site