Congruence and Discrepancy Between Observation and Teachers’ Self-Report of Inquiry-Based Instruction-Reference-Cited by-同舟云学术

Congruence and Discrepancy Between Observation and Teachers’ Self-Report of Inquiry-Based Instruction

Published:2022-12-01 Issue:1-2 Volume:27 Page:123-134
ISSN:2084-4506
Container-title:Chemistry-Didactics-Ecology-Metrology
language:en
Short-container-title:

Author:

Kotuľáková Katarína¹^ORCID,Orolínová Mária¹^ORCID,Priškinová Natália¹,Schubertová Romana²^ORCID,Tóthová Renáta³

Affiliation:

1. Department of Chemistry , Trnava University , Priemyselná 4, P.O.BOX 9, 918 43 Trnava , Slovakia

2. Department of Biology and Ecology, Faculty of Natural Sciences , Matej Bel University , Tajovského 40, 974 01 Slovakia

3. Spojená škola Sv. rodiny, Grade School , Gercenova 10, 851 01 Bratislava , Slovakia

Abstract

Abstract Opportunities for self-reflection and collaborative reflection support inquiry-based teaching. The presented study focuses on retrospective self-reports of 14 science teachers about teaching inquiry lessons in their regular science classes. Their self-reports were compared with observation reports of researchers. Data from semi-structured interviews were added. The results indicate that teachers overestimated their performance in the class in all observed areas of inquiry instruction. The most misinterpreted and overestimated area by teachers seems to be formulating research questions, analysing data and drawing conclusions, which are the most effective processes in student learning. Based on the results of the study, several implications are suggested in order to focus on the self-reflective skills of teachers.

Publisher

Walter de Gruyter GmbH

Subject

Ecology,Education,Environmental Chemistry,Environmental Engineering

Link

https://www.sciendo.com/pdf/10.2478/cdem-2022-0002

Reference36 articles.

1. [l] Kaasila R, Lauriala A. Teach Teach Educ. 2010;26:854-62. DOI: 10.1016/j.tate.2009.10.023.10.1016/j.tate.2009.10.023

2. [2] Máčejová M, Zajacová Z. INTED2019 Proceedings. 2019;8224-34. DOI: 10.21125/inted.2019.2035.10.21125/inted.2019.2035

3. [3] Wenger E. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press; 1995. ISBN: 9780521663632.

4. [4] Clarke D, Hollingsworth H. Teach Teach Educ. 2002;18:947-67. DOI: 10.1016/S0742-051X(02)00053-7.10.1016/S0742-051X(02)00053-7

5. [5] Moore-Russo DA, Wilsey JN. Teach Teach Educ. 2014;37:76-90. DOI: 10.1016/j.tate.2013.10.002.10.1016/j.tate.2013.10.002

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. INQUIRY AS A NATURAL PART OF OUTDOOR TEACHING: INSIGHT FROM MOTIVATED EDUCATORS USING ONLINE COURSE AND RESOURCES IN THE CZECH REPUBLIC;Journal of Baltic Science Education;2024-08-23

2. Evaluating Experimental Activities in Czech Chemistry Textbooks: A Critical Analysis;Chemistry-Didactics-Ecology-Metrology;2023-12-01