Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools

Dados Bibliográficos

ID21589232
AutoresMagdalena Kersting (0000-0003-3568-8397, University of Oslo, autor correspondente), Solveig Karlsen (0000-0002-6516-6576, UiT The Arctic University of Norway), Marianne Ødegaard (0000-0003-1884-2815, University of Oslo), Magne Olufsen (0000-0003-1401-6786, UiT The Arctic University of Norway), Marit Kjærnsli (0000-0002-8387-1869, University of Oslo), Mai Lill Suhr Lunde (0000-0001-5487-4182, University of Inland Norway)
Ano2023
Volume45
Fascículo17
Páginas1463-1484
Data de publicação2023-11-22
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Science Education, Part B (JOURNAL)
Identificadores do periódicoISSN: 2154-8455 • E-ISSN: 2154-8463
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2023.2213386
OpenAlexW4377022089
IdiomaEN
Citações recebidas11
Referências citadas40

A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual classroom practices. In this paper, we operationalise teaching quality through an observation manual, and we drew on this manual to systematically analyse video data of instructional practices in 20 Norwegian science classrooms at the primary and lower-secondary school level (73 observed lessons and about 450 students). We identified varying quality in the individual inquiry phases and differences between primary and lower-secondary schools. We observed that primary-school students collected and documented data more systematically than lower-secondary students and that consolidations were slightly more emphasised and of higher quality at the lower-secondary than at the primary level. Moreover, our findings indicate that inquiry-based teaching gave students more freedom to make their own choices and increased the quality of student participation in the classroom. Based on our findings, we discuss how teachers can improve the quality of inquiry-based instruction and empower students in the classroom

Mathematics education · Norwegian · Pedagogy · Physics · Science education · Secondary education · Teaching method · Educational Environments and Student Outcomes · Innovative Teaching Methods · Psychology · Science Education and Pedagogy