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An exploration of science teachers' beliefs about socio-scientific inquiry in the classroom

Amos, R; (2015) An exploration of science teachers' beliefs about socio-scientific inquiry in the classroom. Presented at: ESERA conference 2015, Helsinki, Finland. Green open access

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Abstract

As precursor to the EU PARRISE project (2014-2017) we asked pre-service science teachers in London, England to interview experienced science teachers in their first placement schools about their views of and practices in inquiry learning. They also explored whether teachers typically used socio-scientific issues as opportunities for inquiry learning. The study was conducted with 92 STs in 77 schools. Findings indicated that whilst teachers believed inquiry learning was beneficial and an important learning strategy in science, they perceived multiple challenges in enacting inquiry learning with their students. Time and curriculum barriers were often cited. SSI were occasionally used with some success in supporting engaged learning and informal decision-making. The research informed subsequent design of socio-scientific inquiry learning activities for lower secondary school science students.

Type: Conference item (Presentation)
Title: An exploration of science teachers' beliefs about socio-scientific inquiry in the classroom
Event: ESERA conference 2015
Location: Helsinki, Finland
Dates: 31 August - 04 September 2015
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.esera.org/conference/33-conference/689...
Language: English
Keywords: socio-scientific inquiry based learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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/10057354
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