Mujtaba, T;
Tunnicliffe, S;
Sheldrake, R;
(2017)
Teachers’ perceptions of Inquiry-Based Science Education (IBSE) and the implications for gender equality in science education.
Journal of Emergent Science
(13)
pp. 10-19.
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Abstract
This paper explores the perceived effectiveness of teacher training covering inquirybased science learning for primary school children in England. Teachers who initially took part in teacher training between 2011 and 2013 as part of the FP7 project PriSciNet were interviewed during spring and summer term 2014; teachers were asked to reflect on their students’ reactions and engagement. Teachers’ responses were thematically analysed, and the implications are discussed within the context of longerterm implications of primary science education on girls’ attitudes and aspirations in science across their subsequent education
| Type: | Article |
|---|---|
| Title: | Teachers’ perceptions of Inquiry-Based Science Education (IBSE) and the implications for gender equality in science education |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/journals/journal-of...scien... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Gender, interviews, inquiry, professional development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10024701 |
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