Pixel International Conferences

Recent innovations in science education - in and out of school - have focused on inquiry-based science education (IBSE), which, done well, has been shown to support students' interest in science as well as the development of critical thinking skills. There is mounting evidence that Learning Outside the Classroom (LOtC) can stimulate students’ motivation in learning more about the world around us as well as supporting learners to develop a wide range of skills. However, the evidence suggests that significant professional development is required for IBSE, particularly in the enactment of inquiry in classrooms, due to the complex and sophisticated nature of the approach [1]. INQUIRE (inquiry-based teacher training for a sustainable future) was a collaborative 3-year project connecting formal and informal education systems and science education research communities utilising recommendations on best practice in professional development [2], [3]. Funded by the European Union under the 7th Framework Programme Science and Society, it combined IBSE, LOtC and teacher training focusing on the themes of biodiversity and climate change. Through the sharing of expertise, 14 Botanic Gardens were supported in a continued and sustained way in developing their understanding of IBSE, reflective practice, evaluation and in the development of teacher training courses.

In this paper, we explore the professional learning of three partner organisations developing and delivering an inquiry-based teacher training course while participating in the INQUIRE project.  

Through a qualitative analysis of project deliverables, course materials, portfolios of evidence and semi-structured interviews utilising a coding scheme based on the BSCS 5E Instructional Model [4] we report on how consortium partners develop their understanding of IBSE, particularly when put into practice at botanic gardens. We explore the impact on partners’ professional learning as participation in the INQUIRE community of practice to answer the following question:

What impact does participating in a collaborative learning community have on partners’ professional learning?

[1] Capps, D.K., Crawford, B.A. & Constas, M.A. (2012). A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings, Journal of Science Teacher Education, 12:291-318

[2] Darling-Hammond, L., & McLaughlin, M.W. (1995). Policies that support professional development in an era of reform, Phi Delta Kappan, 76(8), 597-604

[3] Loucks-Horsley, S., Hewson, P.W., Love, N. & Stiles, K.E. (1998). Designing Professional

 Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press.

[4] Bybee, R.W., Taylor, J.A. Gardener, A., VanScotter, P., Powell, J.C., Westbrook, A., & Landes, N.(2006). The BSCS 5E Instructional Model: Origins and Efectiveness. A report Prepared for the Office of Science Education National Institutes of Health. Available at: http://sharepoint.snoqualmie.k12.wa.us/mshs/ramseyerd/Science%20Inquiry%201%2020112012/What%20is%20Inquiry%20Sciecne%20(long%20version).pdf