New Perspectives in Science Education

Edition 13

Accepted Abstracts

Trainee Teachers’ Values and Practices Relating to Inquiry-Based Learning in Science Education

Roger Wood, Oxford Brookes University (United Kingdom)

Abstract

This research project builds upon Winterbottom et al. (2008ab) and Taber et al. (2011)’s  previous consideration of trainee and serving teachers’ values and practice statements regarding assessment. The findings of these papers, as well as other pertinent research, will be used as the basis for the investigation of trainee teachers’ values and practices in England and Scotland, through the longitudinal investigation of their developing understandings of the purposes, nature and forms of inquiry-based learning used in primary education. This includes their preconceptions about the nature and purpose of IBL, and their interpretations of classroom observations on school placement. This oral presentation will summarize the initial findings of a longitudinal research project that will investigate UK primary trainee teachers’ values, attitudes and experiences using inquiry-based learning (IBL) approaches to teaching as a means of enhancing children’s understanding of science within formal (and informal) learning environments. The thematic analysis of 25 undergraduate students’ assignments, including weekly reflective portfolio entries, further to their involvement in a university elective called ‘Inquiry-Based Learning in Science’. Individual students have given their informed consent for their assignments to be analysed. A number of common themes emerged from the analysis of the assignments. These include the enhanced understanding of the value of IBL as a means of engaging children with science, and as an effective means of developing children’s understanding of the scientific process and allied concept areas. Although the students were anxious about some aspects of the teaching and learning processes central to IBL Science sessions, such as the possibility of a range of outcomes and providing children with the opportunity to exercise their autonomy, the students self-reported that, over the course of the elective, their confidence had evolved to such a positive extent that they were planning to include IBL during their forthcoming school placements. The findings are being used as the basis for tracking the development of the students’ understanding and use of IBL approaches to teaching and learning within science education, within their fourth year University science sessions and school experience placements. It is envisaged that the research will continue to follow these same students during their first years as newly qualified serving teachers.

Keywords: Trainee primary teachers; inquiry-based learning; student engagement; teacher confidence; pedagogy;

References:
[1] Taber, K.S. (2011). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher Development, 15(2): 257–264.
[2] Winterbottom, M., Taber, K.S., Brindley, S., Fisher, L.G., Finney, J. and Riga, F. (2008a) Understanding differences in trainee teachers' values and practice in relation to assessment, Teacher Development, 12:1, 15-35.
[3] Winterbottom, M., Brindley, S., Taber, K.S., Fisher, L.G., Finney, J. and Riga, F. (2008b) Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal, 19(3): 193-213.
[4] M. Windschitl, M., Thompson, J. and Braaten, M. (2008) How novice science teachers appropriate epistemic discourses around model-based inquiry for use in classrooms. Cognition and Instruction, 26 (3): 310-378.

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