Abstract
Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.
Highlights
Inquiry Based Science Education (IBSE) kan betegnes som en ny trend indenfor naturfagsundervisningen
Konstrueret på baggrund af erfaringer fra Pollenprojektet (2006a, 2009a), Tougaard og Kofod (2009a) og Østergaard (2011; et al, 2010)
Problemafdækning: Eleverne arbejder egenhændigt med at løse naturfaglige problemstillinger som den enkelte elev eller klassen i fællesskab har opstillet
Summary
Inquiry Based Science Education (IBSE) kan betegnes som en ny trend indenfor naturfagsundervisningen. Det er en pædagogisk og didaktisk undervisningsmetode, der er opstået på baggrund af et fransk initiativ (Quéré, 2011), og som efterhånden er udbredt over det meste af verden (se fx Harlen et al, 2009). Metoden er langsomt er ved at blive integreret i den danske naturfagsundervisning (Østergaard & Grundwald, 2011; Østergaard et al, 2010). Det fremhæves bl.a. at eleverne skal deltage aktivt i undervisningen, være udforskende, samarbejdende og i dialog med hinanden og med læreren. Udforskningsaktiviteterne kan både være at skrive, tegne, at undersøge og reflektere – naturfagsundervisningen skal være relevant og læreren skal mere være guide, coach og vejleder fremfor den klassiske tavleorienteret lærer.
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