The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F18%3A43898079" target="_blank" >RIV/60076658:12410/18:43898079 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-319-91406-0_11" target="_blank" >http://dx.doi.org/10.1007/978-3-319-91406-0_11</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-319-91406-0_11" target="_blank" >10.1007/978-3-319-91406-0_11</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching

Popis výsledku v původním jazyce

In this chapter, we summarize our investigation of the potential of the Biology Olympiad (BiO) to serve as a resource for inquiry-based teaching. We started with a survey of pre-service teachers’ knowledge, beliefs, and experience to identify the main problems that pre-service teachers see in inquiry-based teaching and what sources of inspiration and good practice (including BiO) they have. The next part of the chapter presents a study focused on the experience of BiO tasks and culture of those teachers who organized the competition in previous years. Using questionnaires, we collected data on their attitudes towards inquiry and on the impact that BiO has on their everyday instructional practice. To add to these findings, we also summarized the main findings from group discussions with teachers who participated in our summer schools on IBSE; we asked them what would help them to decide ‘what and when’ from BiO could be implemented in their everyday biology classes to inspire and motivate students towards inquiry.

Název v anglickém jazyce

The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching

Popis výsledku anglicky

In this chapter, we summarize our investigation of the potential of the Biology Olympiad (BiO) to serve as a resource for inquiry-based teaching. We started with a survey of pre-service teachers’ knowledge, beliefs, and experience to identify the main problems that pre-service teachers see in inquiry-based teaching and what sources of inspiration and good practice (including BiO) they have. The next part of the chapter presents a study focused on the experience of BiO tasks and culture of those teachers who organized the competition in previous years. Using questionnaires, we collected data on their attitudes towards inquiry and on the impact that BiO has on their everyday instructional practice. To add to these findings, we also summarized the main findings from group discussions with teachers who participated in our summer schools on IBSE; we asked them what would help them to decide ‘what and when’ from BiO could be implemented in their everyday biology classes to inspire and motivate students towards inquiry.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Professional Development for Inquiry-Based Science Teaching and Learning

ISBN

978-3-319-91405-3

Počet stran výsledku

18

Strana od-do

205-222

Počet stran knihy

184

Název nakladatele

Springer International Publishing

Místo vydání

Cham

Kód UT WoS kapitoly

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