Inquiry-based science learning in the context of a continuing professional development programme for biology teachers
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10451/49698 |
Resumo: | The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers’ understanding and classroom implementation of inquiry. Evolution of teachers’ practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms. |
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Inquiry-based science learning in the context of a continuing professional development programme for biology teachersThe purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers’ understanding and classroom implementation of inquiry. Evolution of teachers’ practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms.RoutledgeRepositório da Universidade de LisboaMartins-Loução, Maria AméliaGaio-Oliveira, GiselaBarata, RaquelCarvalho, Nuno2022-04-01T00:30:29Z2020-102020-10-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/49698engMaria Amélia Martins-Loução, Gisela Gaio-Oliveira, Raquel Barata & Nuno Carvalho (2020) Inquiry-based science learning in the context of a continuing professional development programme for biology teachers, Journal of Biological Education, 54:5, 497-513, DOI: 10.1080/00219266.2019.160956610.1080/00219266.2019.1609566info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-08T16:53:39Zoai:repositorio.ul.pt:10451/49698Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:01:19.270600Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
title |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
spellingShingle |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers Martins-Loução, Maria Amélia |
title_short |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
title_full |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
title_fullStr |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
title_full_unstemmed |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
title_sort |
Inquiry-based science learning in the context of a continuing professional development programme for biology teachers |
author |
Martins-Loução, Maria Amélia |
author_facet |
Martins-Loução, Maria Amélia Gaio-Oliveira, Gisela Barata, Raquel Carvalho, Nuno |
author_role |
author |
author2 |
Gaio-Oliveira, Gisela Barata, Raquel Carvalho, Nuno |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Martins-Loução, Maria Amélia Gaio-Oliveira, Gisela Barata, Raquel Carvalho, Nuno |
description |
The purpose of this study was to examine if teachers who participated in a continuous professional development (CPD) programme were able to develop an understanding of inquiry-based science education (IBSE). The CPD programme was designed to IBSE in both formal and informal, Learning Outside the Classroom (LOtC) contexts, to discuss its role as a tool to improve pedagogic practises in science teaching and to explore the application of the method in teaching biodiversity and climate change. A qualitative design using pre- and post-programme questionnaires was used to investigate teachers’ understanding and classroom implementation of inquiry. Evolution of teachers’ practises were also evaluated during the different steps of CPD course and served as a checking and a remind of what is really an authentic scientific inquiry. The results of two-year independent courses suggest that the CPD programme appeared beneficial in resolving teaching misconceptions about IBSE. Teachers were able to experience, evaluate and reflect on their own practise. At the end, they developed new approaches to apply scientific inquiry while teaching biodiversity and climate change in the context of their own classrooms. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10 2020-10-01T00:00:00Z 2022-04-01T00:30:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10451/49698 |
url |
http://hdl.handle.net/10451/49698 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Maria Amélia Martins-Loução, Gisela Gaio-Oliveira, Raquel Barata & Nuno Carvalho (2020) Inquiry-based science learning in the context of a continuing professional development programme for biology teachers, Journal of Biological Education, 54:5, 497-513, DOI: 10.1080/00219266.2019.1609566 10.1080/00219266.2019.1609566 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
publisher.none.fl_str_mv |
Routledge |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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