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Pre-service Biology Teachers' Competence To Use Basic Principles of Inquiry in the Design of Laboratory Tasks

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F16%3A43891396" target="_blank" >RIV/60076658:12410/16:43891396 - isvavai.cz</a>

  • Result on the web

    <a href="http://www.esera.org/publications/esera-conference-proceedings/science-education-research-esera-2015/" target="_blank" >http://www.esera.org/publications/esera-conference-proceedings/science-education-research-esera-2015/</a>

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    Pre-service Biology Teachers' Competence To Use Basic Principles of Inquiry in the Design of Laboratory Tasks

  • Original language description

    This contribution is focused on research if pre-service teachers are able to implement inquiry principles into the biology labwork. The research was held during didactic seminars focused on training of didactic methods in relation to school experiments and biological observation. Students (n = 37) were asked to redesign two "classical" laboratory tasks originally developed for the use at the regional level of the Biology Olympiad so that they would change them into an inquiry scheme and to prepare a new design with brief instructions for teaching or conducting of labwork. Although pre-service teachers are introduced to inquiry in several didactic disciplines and inquiry is employed in some scientific disciplines in the teacher preparation, only limited skills based on inquiry were found among pre-service biology teachers in the designing process of laboratory tasks. It was found that students mostly mistake inquiry-based approach for standard ("cookbook") biology lab (simple observation, labwork, performing of simple experiments etc.).

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

    AM - Pedagogy and education

  • OECD FORD branch

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach

Others

  • Publication year

    2016

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    Electronic Proceedings of the ESERA 2015 Conference

  • ISBN

    978-951-51-1541-6

  • ISSN

  • e-ISSN

  • Number of pages

    8

  • Pages from-to

    2155-2162

  • Publisher name

    University of Helsinki

  • Place of publication

    Helsinki

  • Event location

    Helsinki

  • Event date

    Aug 31, 2015

  • Type of event by nationality

    WRD - Celosvětová akce

  • UT code for WoS article