Inquiry Based Science Education - Selected Factor Analysis

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F16%3A43888227" target="_blank" >RIV/44555601:13430/16:43888227 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.21125/iceri.2016.1135" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.1135</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2016.1135" target="_blank" >10.21125/iceri.2016.1135</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Inquiry Based Science Education - Selected Factor Analysis

Popis výsledku v původním jazyce

Concept of Inquiry Based Science Education belongs among activating teaching methods and is based on constructivist approaches to education. In science education, the first signs of similar methods emerge since the 60s, particularly as a response to the failure of traditional teaching practices that were no longer sufficient to accommodate the ever-growing amount of knowledge through simply learning by heart. IBSE aspires to get closer to real scientific process ? within school environment. Pupils thus do not act in the role of passive recipients of information as they often become in the frontal approach to teaching, but they develop their own research through their active participation. Pupils often play the role of real scientists, provide scientific problems, analyze them and synthesize, verify and evaluate proposed hypothesis. Nevertheless, adopting the role of researchers, pupils, as well as the teacher and the school may face situations in which they can run into difficulties similar to those real scientists and scientific institutions find themselves in. The presented analysis deals with the evaluation of opinions on IBSE in more than 700 primary school teachers. More than twenty selected factors were monitored for which hypotheses were established and subsequently evaluated. The monitored factors included: duration of teachers&apos; experience, availability of teaching aids, the possibility of manipulating objects, the frequency of experimentation, pupils&apos; cooperation, direct observations during walks and excursions, work with sources of information, recording the results in e. g. pupil&apos;s portfolio. The analysis offers a series of partial results associated with observed factors, but overall survey results confirm the complexity of IBSE with regard to teachers, as well as their crucial role in its implementation. Correlation between the utilization rate of the principles of IBSE and the duration of the respondents? teaching experience was mainly demonstrated.

Název v anglickém jazyce

Inquiry Based Science Education - Selected Factor Analysis

Popis výsledku anglicky

Concept of Inquiry Based Science Education belongs among activating teaching methods and is based on constructivist approaches to education. In science education, the first signs of similar methods emerge since the 60s, particularly as a response to the failure of traditional teaching practices that were no longer sufficient to accommodate the ever-growing amount of knowledge through simply learning by heart. IBSE aspires to get closer to real scientific process ? within school environment. Pupils thus do not act in the role of passive recipients of information as they often become in the frontal approach to teaching, but they develop their own research through their active participation. Pupils often play the role of real scientists, provide scientific problems, analyze them and synthesize, verify and evaluate proposed hypothesis. Nevertheless, adopting the role of researchers, pupils, as well as the teacher and the school may face situations in which they can run into difficulties similar to those real scientists and scientific institutions find themselves in. The presented analysis deals with the evaluation of opinions on IBSE in more than 700 primary school teachers. More than twenty selected factors were monitored for which hypotheses were established and subsequently evaluated. The monitored factors included: duration of teachers&apos; experience, availability of teaching aids, the possibility of manipulating objects, the frequency of experimentation, pupils&apos; cooperation, direct observations during walks and excursions, work with sources of information, recording the results in e. g. pupil&apos;s portfolio. The analysis offers a series of partial results associated with observed factors, but overall survey results confirm the complexity of IBSE with regard to teachers, as well as their crucial role in its implementation. Correlation between the utilization rate of the principles of IBSE and the duration of the respondents? teaching experience was mainly demonstrated.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2016 Proceedings

ISBN

978-84-617-5895-1

ISSN

2340-1095

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

544-550

Název nakladatele

IATED Academy

Místo vydání

Valencia

Místo konání akce

Seville

Datum konání akce

14. 11. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000417330200080