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

Slideshow ESERA 2015PARRISEpaper4RAmos.pptx Download (7MB)

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.

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