INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS
Journal Title: Journal of Baltic Science Education - Year 2019, Vol 18, Issue 2
Abstract
Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences’ core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher’s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers’ dilemmas.
Authors and Affiliations
Paweł Bernard, Karol Dudek-Różycki, Kinga Orwat
Keywords
Related Articles
- EP ID EP503066
- DOI 10.33225/jbse/19.18.184
- Views 101
- Downloads 0
DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS’ INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL
The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercise...
ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION
This research is focused on secondary school chemistry teachers’ (N=276) and chemistry pre-service teachers’ (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnai...
THE RELATIONSHIP BETWEEN ENROLMENT IN BIOLOGY, HIV/AIDS KNOWLEDGE AND RELATED BEHAVIOUR AMONG SOUTH AFRICAN SCHOOLGIRLS
In spite of integrating HIV/AIDS education in South African curricula the prevalence of HIV in 2016 was the highest since 2002. HIV infection rate is particularly high among schoolgirls compared with boys. Using a closed...
WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA
In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology...
EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS’ LEARNING ON SOME ASTRONOMY CONCEPTS
The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers’ (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in t...