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首页> 外文期刊>Proceeding of the Singapore National Academy of Science >“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context
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“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context

机译：“我们知道我们的学生”:老师的观点研究性学习的实施他们的工作环境

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摘要

Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views regarding implementing inquiry-based learning. The participants enrolled in three professional development programs. They were engaged in multiple genres of inquiry and were encouraged to design an inquiry activity. Data sources included observations, interviews, questionnaires, assignments, and reflections. Findings indicate that with regard to inquiry implementation, teachers were highly concerned about their students’ competency and their own’s working context. Teachers who discussed mostly challenges often designed a narrow-controlled inquiry, while teachers who reflected, negotiated, and challenged their initial views addressed more epistemic aspects of inquiry. Implications for supporting teachers’ development of a broader approach to inquiry learning are discussed.
机译：研究性学习是一个著名的策略干教育。学习、获取的科学实践,和反思科学的本质。证据表明,在实践中,调查经常教在一个狭窄的,主要是实验的方法。关于老师的显式和隐式视图研究性学习实施。参与者参加三个专业发展项目。多个类型的调查和被鼓励设计一个调查活动。观察,访谈,问卷调查,作业,和反思。关于查询实现,老师非常关心他们学生的能力和自己的工作上下文。通常设计narrow-controlled调查,而教师反映,谈判他们最初的观点解决更多的挑战认知方面的调查。支持教师的更广泛的发展研究性学习方法进行了讨论。

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