Inquiry-based teaching and future teachers'attitudes towards it.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F13%3A43886026" target="_blank" >RIV/60076658:12410/13:43886026 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Inquiry-based teaching and future teachers'attitudes towards it.

Popis výsledku v původním jazyce

The chapter presents experiences and data around the question of when and how to introduce the IBST concept during pre-service teacher education. One focus is on the time before the students? teaching experiences, as it seems difficult to learn about inquiry-based science teaching without prior practice. Some approaches to understanding the student teachers? attitudes to practices of developing IBSL/T during the pre-service training are discussed. The first part of the chapter describes the psychological background of new student teachers? attitudes toward IBSL/T- especially the process of conceptual change and changes in information process strategies. Then we present two empirical studies on student teachers? attitudes towards inquiry-based teaching.The first investigates the relations between student teachers? willingness to apply IBST along with their own experiences of being taught this way to their scores on a five-factor personality model and their learning motivation. The seco

Název v anglickém jazyce

Inquiry-based teaching and future teachers'attitudes towards it.

Popis výsledku anglicky

The chapter presents experiences and data around the question of when and how to introduce the IBST concept during pre-service teacher education. One focus is on the time before the students? teaching experiences, as it seems difficult to learn about inquiry-based science teaching without prior practice. Some approaches to understanding the student teachers? attitudes to practices of developing IBSL/T during the pre-service training are discussed. The first part of the chapter describes the psychological background of new student teachers? attitudes toward IBSL/T- especially the process of conceptual change and changes in information process strategies. Then we present two empirical studies on student teachers? attitudes towards inquiry-based teaching.The first investigates the relations between student teachers? willingness to apply IBST along with their own experiences of being taught this way to their scores on a five-factor personality model and their learning motivation. The seco

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2013

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Inquiry in science education and science teacher education: research on teaching and learning through inquiry based approaches in science (teacher) education.

ISBN

978-82-519-2933-2

Počet stran výsledku

20

Strana od-do

167-186

Počet stran knihy

309

Název nakladatele

Akademika Forlag

Místo vydání

Trondheim, Norway

Kód UT WoS kapitoly

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