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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills
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| Zeitschriftentitel: | Chemistry Teacher International |
|---|---|
| Personen und Körperschaften: | , |
| In: | Chemistry Teacher International, 1, 2019, 2 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Walter de Gruyter GmbH
|
| Schlagwörter: |
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Bernard, Paweł Dudek-Różycki, Karol Bernard, Paweł Dudek-Różycki, Karol |
|---|---|
| author |
Bernard, Paweł Dudek-Różycki, Karol |
| spellingShingle |
Bernard, Paweł Dudek-Różycki, Karol Chemistry Teacher International Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills Education Chemistry (miscellaneous) |
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bernard, paweł |
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Bernard, Paweł Dudek-Różycki, Karol 2569-3263 Walter de Gruyter GmbH Education Chemistry (miscellaneous) http://dx.doi.org/10.1515/cti-2018-0023 <jats:title>Abstract</jats:title> <jats:p>Reasoning skills can be described as abilities to use scientific knowledge to identify and solve problems, and to formulate conclusions based on empirical observations. The European Union promotes the development of reasoning skills as a way to grow knowledgeable and responsible citizens. In a school classroom, the development of reasoning skills can be stimulated by the use of inquiry-based methods. Students’ reasoning skills are frequently measured and compared by many national and international programmes (e.g. PISA). It is obvious that teachers who help students to develop reasoning skills should also have a high level of those skills, however, the teachers who currently work in Central/Eastern European schools have had no opportunity to learn through or even experience inquiry, neither to participate in programmes measuring the level of reasoning skills. In this research, Lawson’s tests were used to measure the level of reasoning skills among science teachers (n = 71) before and after training in using inquiry-based methods. The results showed that reasoning skills are the best developed by physics teachers. Training in using inquiry helps biology and chemistry teachers improve and close the gap between them and physics teachers.</jats:p> Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills Chemistry Teacher International |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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Education Chemistry (miscellaneous) |
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2019 |
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<jats:title>Abstract</jats:title>
<jats:p>Reasoning skills can be described as abilities to use scientific knowledge to identify and solve problems, and to formulate conclusions based on empirical observations. The European Union promotes the development of reasoning skills as a way to grow knowledgeable and responsible citizens. In a school classroom, the development of reasoning skills can be stimulated by the use of inquiry-based methods. Students’ reasoning skills are frequently measured and compared by many national and international programmes (e.g. PISA). It is obvious that teachers who help students to develop reasoning skills should also have a high level of those skills, however, the teachers who currently work in Central/Eastern European schools have had no opportunity to learn through or even experience inquiry, neither to participate in programmes measuring the level of reasoning skills. In this research, Lawson’s tests were used to measure the level of reasoning skills among science teachers (n = 71) before and after training in using inquiry-based methods. The results showed that reasoning skills are the best developed by physics teachers. Training in using inquiry helps biology and chemistry teachers improve and close the gap between them and physics teachers.</jats:p> |
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| description | <jats:title>Abstract</jats:title> <jats:p>Reasoning skills can be described as abilities to use scientific knowledge to identify and solve problems, and to formulate conclusions based on empirical observations. The European Union promotes the development of reasoning skills as a way to grow knowledgeable and responsible citizens. In a school classroom, the development of reasoning skills can be stimulated by the use of inquiry-based methods. Students’ reasoning skills are frequently measured and compared by many national and international programmes (e.g. PISA). It is obvious that teachers who help students to develop reasoning skills should also have a high level of those skills, however, the teachers who currently work in Central/Eastern European schools have had no opportunity to learn through or even experience inquiry, neither to participate in programmes measuring the level of reasoning skills. In this research, Lawson’s tests were used to measure the level of reasoning skills among science teachers (n = 71) before and after training in using inquiry-based methods. The results showed that reasoning skills are the best developed by physics teachers. Training in using inquiry helps biology and chemistry teachers improve and close the gap between them and physics teachers.</jats:p> |
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| spelling | Bernard, Paweł Dudek-Różycki, Karol 2569-3263 Walter de Gruyter GmbH Education Chemistry (miscellaneous) http://dx.doi.org/10.1515/cti-2018-0023 <jats:title>Abstract</jats:title> <jats:p>Reasoning skills can be described as abilities to use scientific knowledge to identify and solve problems, and to formulate conclusions based on empirical observations. The European Union promotes the development of reasoning skills as a way to grow knowledgeable and responsible citizens. In a school classroom, the development of reasoning skills can be stimulated by the use of inquiry-based methods. Students’ reasoning skills are frequently measured and compared by many national and international programmes (e.g. PISA). It is obvious that teachers who help students to develop reasoning skills should also have a high level of those skills, however, the teachers who currently work in Central/Eastern European schools have had no opportunity to learn through or even experience inquiry, neither to participate in programmes measuring the level of reasoning skills. In this research, Lawson’s tests were used to measure the level of reasoning skills among science teachers (n = 71) before and after training in using inquiry-based methods. The results showed that reasoning skills are the best developed by physics teachers. Training in using inquiry helps biology and chemistry teachers improve and close the gap between them and physics teachers.</jats:p> Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills Chemistry Teacher International |
| spellingShingle | Bernard, Paweł, Dudek-Różycki, Karol, Chemistry Teacher International, Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills, Education, Chemistry (miscellaneous) |
| title | Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
| title_full | Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
| title_fullStr | Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
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| title_sort | influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
| title_unstemmed | Influence of training in inquiry-based methods on in-service science teachers’ reasoning skills |
| topic | Education, Chemistry (miscellaneous) |
| url | http://dx.doi.org/10.1515/cti-2018-0023 |