Year: 2017
Type: other
Abstract: Despite definite benefits to using an inquiry-based approach to science education, some teachers are finding it difficult to implement inquiry elements beyond the basic concepts, especially scientific investigation skills (SIS).This study investigates how a sample of high school science teachers with graduate degrees in science draw from their previous research experience to teach scientific inquiry skills in the classroom.It was found that having research experience allows these teachers to be more knowledgeable and authentic in their classes, as well as place a high value on student mastery of scientific investigation skills.These findings imply that ensuring that having experience conducting their own scientific investigations either through their science education, teacher education, or professional development likely encourages teachers to value teaching SIS.
Source: TSpace (University of Toronto)
Author: Andrea L. de Carvalho
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2610974808