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Chapitre d'ouvrage Année : 2013

A Model for Understanding Science Teachers' Approaches to Inquiry Based Science Teaching and Learning

Résumé

This chapter elaborates a model for understanding science teachers' approaches and practices with respect to Inquiry Based Science Teaching and Learning (IBST/L). This model may help teachers and other science education actors -especially teacher educators- to appreciate what IBST/L actually is, and to situate their activities within a framework encompassing the complexity of their activities. This model results from two issues arising from the 3-year S-TEAM experience. Firstly, there is a contradiction between demands for IBST/L implementation across Europe, as answered by S-TEAM, and the implications of IBST/L for teacher activities. In France, for instance, one problem is that there are many definitions of IBST/L, and we know from S-TEAM that other countries have their own interpretations.

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Education
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Dates et versions

halshs-00983828, version 1 (25-04-2014)

Identifiants

  • HAL Id : halshs-00983828 , version 1

Citer

Michel Grangeat. A Model for Understanding Science Teachers' Approaches to Inquiry Based Science Teaching and Learning. M. Honerød Hoveid and P. Gray. Inquiry in Science Education and Science Teacher Education, Akademica Publishing, pp.55-82, 2013, 978-82-519-2933-2. ⟨halshs-00983828⟩
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