Search results for "Inquiry-based teaching"
showing 3 items of 3 documents
Profiling in-service teachers across Europe to determine their attitude to IBSE
2013
The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquir…
Student teachers’ types of probing questions in inquiry-based mathematics teaching with and without GeoGebra
2017
Previous studies have produced several typologies of teacher questions in mathematics. Probing questions that ask students to explain are often included in the types of questions. However, only rare studies have created subtypes for probing questions or investigated how questioning differs depending on whether technology is used or not. The aims of this study are to elaborate on different ways of asking students to give explanations in inquiry-based mathematics teaching and to investigate whether questioning in GeoGebra lessons differs from questioning in other lessons. Data was collected by video recording 29 Finnish mathematics student teachers’ lessons in secondary and upper secondary sc…
The Supremacy of the Constructivist Approach in the Field of Physics Education: Myths and Real Challenges
2012
We intend, first of all, to show that the supposed 'supremacy of the constructivist epistemology' in the field of physics teaching is just a myth that hides the actual supremacy of the ineffective transmission/reception model. We then centre our analyses and proposals on the real challenges to improve students' learning and attitudes. Résumé Nous essayons de montrer que la prétendue « suprématie de l'épistémologie constructiviste » dans le domaine de la didactique de la physique n'est qu'un mythe, qui cache la suprématie effective du modèle inefficace de la transmission/réception. Nous centrons ensuite nos analyses et propositions sur les défis réels pour améliorer l'apprentissage et les at…