Sustainable Change in Primary Science Education: From Transmissive to Guided Inquiry-Based Teaching-Reference-Cited by-同舟云学术

Sustainable Change in Primary Science Education: From Transmissive to Guided Inquiry-Based Teaching

Published:2023-07-28 Issue:15 Volume:15 Page:11710
ISSN:2071-1050
Container-title:Sustainability
language:en
Short-container-title:Sustainability

Author:

Nicolás-Castellano Carolina¹^ORCID,Limiñana Rubén¹²^ORCID,Menargues Asunción¹²^ORCID,Rosa-Cintas Sergio¹²^ORCID,Martínez-Torregrosa Joaquín¹²^ORCID

Affiliation:

1. Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03080 Alicante, Spain

2. University Institute of Physics Applied to Science and Technology, University of Alicante, 03080 Alicante, Spain

Abstract

Here, we present a professional development plan to achieve lasting and coherent change in science education, from conventional teaching to guided inquiry-based teaching, covering the entire primary stage. This plan is based on a review of the literature on professional development programs and on the theory of critical mass for the achievement of complex social changes. We justify the different phases of the plan with empirical indicators to assess its success. We show the results obtained in a primary school from teachers, the principal, and families. These results, together with those obtained by the students, show the success of the plan and make it possible to identify crucial aspects to achieve sustainable changes in science teaching at the primary stage.

Funder

Ministry of Education, Culture and Sports (Spain

Generalitat Valenciana

Publisher

MDPI AG

Subject

Management, Monitoring, Policy and Law,Renewable Energy, Sustainability and the Environment,Geography, Planning and Development,Building and Construction

Link

https://www.mdpi.com/2071-1050/15/15/11710/pdf

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