Abstract
Abstract Despite the tremendous efforts which have been made over the last few years, inquiry-based learning (IBL) has not become an established practice in science education yet. Even if teachers consider IBL an important and valuable approach, they still refrain from implementing it in their own science classes. Research findings suggest that the teachers’ beliefs and attitudes have a crucial influence on their classroom practice. Only if they are compatible with the approach of IBL, the teachers will be willing to implement IBL in their own classes. This article demonstrates how the beliefs and attitudes of three Austrian chemistry teachers changed over the period of a 9-monthly professional development program (PDP). In order to ascertain their beliefs and attitudes regarding IBL previous to and after the PDP, we conducted a group discussion and three individual interviews. The statements from both dates were analyzed using a qualitative content analysis and indicate substantial changes concerning the teachers’ beliefs about the efficacy, capability and practicability of IBL. After participating in the PDP, the teachers took a more positive attitude regarding both IBL in general and its implementation. Considering the findings from this study, we formulate implications for designing PDP at the end.
Highlights
When examining research articles on the subject of inquiry-based learning (IBL), the following picture emerges time and again: IBL is regarded as an indispensable element of science education and fostering its implementation is substance of various reform efforts
Suggest that especially internal factors like beliefs and attitudes affect whether teachers implement IBL or not (e.g. Jones & Carter, 2007)
Analyzing the findings from the group discussion, we discovered a number of different beliefs and attitudes regarding IBL
Summary
When examining research articles on the subject of inquiry-based learning (IBL), the following picture emerges time and again: IBL is regarded as an indispensable element of science education and fostering its implementation is substance of various reform efforts. There has been only a slight impact on science teachers’ practice so far As reasons for this, they prevalently name external factors like lacking resources, unsuitable organizational conditions as well as the inconsistency with curricula, standards and final exams (Anderson, 2002; DiBiase & McDonald, 2015; Hofer, Abels, & Lembens, 2018). Suggest that especially internal factors like beliefs and attitudes affect whether teachers implement IBL or not (e.g. Jones & Carter, 2007). Professional development programs (PDP) need to address these internal factors in order to persuade teachers to apply IBL. This study investigates the impact of a collaboratively designed PDP on the participating teachers’ beliefs and attitudes as well as on their willingness to implement IBL in their own chemistry classes
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