期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2020
卷号：16
期号：1
页码：1-16
DOI：10.29333/ejmste/109658
出版社：Pamukkale Univ Dept Sci Education
摘要：Inquiry pedagogies provide opportunities to meet learning outcomes linked to
developing scientific literacy. Within a European project intended at promoting Inquiry
Based Learning (IBL), this paper presents quantitative and qualitative data about
teachers’ views of IBL and its enactment in England and Spain. Results show that
teachers in both countries hold positive views based on benefits to students and
science learning and perceive important systemic and personal barriers to the
successful implementation, even after decades of political efforts. Teachers express
frustration with the lack of time, teaching resources, classroom management and the
demands of curriculum delivery, assessment and accountability. There is an emphasis
on hands-on activities and students’ motivation but no stress on cognitive and
epistemic aspects, showing views not well aligned with current understanding of the
type of inquiry that best support learning. Implications for research and practice
suggest that there is still a need to expand knowledge about how to support teachers
in making the most of this pedagogy.
关键词：inquiry; scientific literacy; scientific practices; teachers’ views; teacher;
professional development
