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Title
Science teacher training through an IBL experience
Authors
SourceBruguière, C. [Hrsg.]; Tiberghien, A. [Hrsg.]; Clément, P. [Hrsg.]: E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, France : European Science Education Research Association 2012, S. 1-6
Document  (301 KB) (formally and content revised edition)
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Keywords (German)
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Document typeArticle (from a serial)
ISBN978-9963-700-44-8; 9789963700448
LanguageEnglish
Year of creation
review statusReview Status Unknown
Abstract (English):Educational research has revealed that inquiry-based learning (IBL) methodologies facilitate science understanding and the development of scientific competences, offering strategies to overcome academic failure and to ensure students’ scientific literacy. A review of the Spanish projects with a focus on science education carried out in the last twenty years, shows very few initiatives explicitly based on the application of IBL approaches, pointing out a potential way to improve science learning. In the present paper, we describe a work aimed at promoting IBL methodologies among teachers. The main purpose is to make prospective teachers aware of the benefits associated with this kind of pedagogies, through offering them the opportunity to live an IBL experience and to reflect on practice. (Orig.)
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Date of publication07.06.2013
CitationAriza, M. R.; Quesada, A.; Abril, A. M.; García, F.J.: Science teacher training through an IBL experience - In: Bruguière, C. [Hrsg.]; Tiberghien, A. [Hrsg.]; Clément, P. [Hrsg.]: E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, France : European Science Education Research Association 2012, S. 1-6 - URN: urn:nbn:de:0111-opus-72159 - DOI: 10.25656/01:7215
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