Uncovering teaching patterns of scientific inquiry

A video-based comparison of German and Swedish chemistry lessons

Dados Bibliográficos

ID22161970
AutoresRuediger Tiemann (Humboldt-Universität zu Berlin), Jaana Björkman (Humboldt-Universität zu Berlin)
Ano2026
Volume11
Data de publicação2026-07-07
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1697484
OpenAlexW7167643115
IdiomaEN
Referências citadas46

The interaction of teaching and learning in a classroom could be summarised as teaching patterns which are consciously or unconsciously consummated by teachers and students. Teaching patterns structure a lesson and are culture-specifically shaped by a shared understanding of teaching and learning. Research identifies that these teaching patterns have a decisive influence on the development of student performance. They determine the way of teaching unconsciously and are deeply anchored in the teacheŕs understanding of education. They become visible only in comparison with other teaching cultures and thus accessible for change. Particularly with regard to the process of knowledge acquisition in chemistry lessons, there is a lack of research in the identification of teaching patterns by international comparisons. In this paper, we compare chemistry lessons from Germany ( N = 54) and Sweden ( N = 38) in order to identify teaching patterns for Scientific Inquiry by video analysis and latent profiles. The video analysis elucidated that Swedish teachers emphasise the research step and the associated planning step, whereas the teachers in German chemistry classes also implement other steps of knowledge acquisition like generating a hypothesis or the steps of evaluation and interpretation. The results of video analysis are supported by the latent profiles

Chemistry Education · German · Sociology of scientific knowledge · Teaching method · Evaluation of Teaching Practices · Mathematics Education and Teaching Techniques · Science Education and Pedagogy