Abstract
The object of this article is to generate the theoretical and methodological foundation in order for researchers and educators to be able to evaluate teaching, which is inspired by Inquiry Based Science Education. Science teaching in subsequent developmental projects can be evaluated as to its ability to enhance the science competencies of the pupils. The foundation consists of the integration of the characteristics of IBSE-inspired teaching with learning outcomes in terms of science competence and its four sub-competencies: investigative competence, representative competence, modeling competence and perspective competence. The theory and method will be tested and evaluated in an upcoming developmental project in four University Colleges in Denmark, where there will be developmental as well as research focus on the integration of the two perspectives, a methodological – IBSE – and a goal-oriented – science competence. The complexity of the developmental project must be reflected by a complexity of the research process, wherefore this article presents and discusses a three dimensional evaluation model in order for the researcher to be able to investigate relations between IBSE-inspired teaching and learning outcomes in terms of science competencies.Results from the subsequent research process are expected to highlight the links between a teaching method and learning outcomes and give answers to critical questions about the goals of IBSE-inspired teaching, and also give answers about the relevance of a matrix described competence model for science teaching practice.
Highlights
Martin Krabbe Sillasen er cand. scient i fysik og matematik fra Aalborg Universitet og Ph.D.-studerende i naturfagsdidaktik samme sted
The object of this article is to generate the theoretical and methodological foundation in order for researchers and educators to be able to evaluate teaching, which is inspired by Inquiry Based Science Education
The foundation consists of the integration of the characteristics of Inquiry-Based Science Education (IBSE)-inspired teaching with learning outcomes in terms of science competence
Summary
The object of this article is to generate the theoretical and methodological foundation in order for researchers and educators to be able to evaluate teaching, which is inspired by Inquiry Based Science Education. The foundation consists of the integration of the characteristics of IBSE-inspired teaching with learning outcomes in terms of science competence. The concept of quality of a science competence is introduced and integrated in the model, which can be visualized as a three dimensional evaluation model This model and its theoretical foundation is discussed for its value as a research model for qualitative evaluation of teaching and learning, and as a tool for formative evaluation in practical teaching as to its ability to analyze relations between inquiry based teaching and competence learning. Results from subsequent research processes are expected to highlight the links between a teaching method and learning outcomes and give answers to critical questions about the goals of IBSE-inspired teaching, and give answers about the relevance of a matrix described competence model for science teaching practice. IBSE har vist sig at kunne bidrage til at øge elevers evne til at forstå naturfaglige sammenhænge og fastholde elevers interesse for naturfag (Jarvis, Pell & Hingley, 2009; National Science Ressources Center, 2009; Ornstein, 2006; Pollen, 2009)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have