Comparative Perspectives on Inquiry-Based Science Education (Advances in Educational Technologies and Instructional Design) - Hardcover

Hardcover

ISBN 10: 1522554394 ISBN 13: 9781522554394

Publisher: IGI Global, 2019

Synopsis

The core practice of professional scientists is inquiry, often referred to as research. If educators are to prepare students for a role in the professional scientific and technological community, exposing them to inquiry-based learning is essential. Despite this, inquiry-based teaching and learning (IBTL) remains relatively rare, possibly due to barriers that teachers face in deploying it or to a lack of belief in the teaching community that inquiry-based learning is effective. Comparative Perspectives on Inquiry-Based Science Education examines stories and experiences from members of an international science education project that delivered learning resources based around guided inquiry for students to a wide range of schools in 12 different countries in order to identify key themes that can provide useful insights for student learning, teacher support, and policy formulation at the continental level. The book provides case studies across these 12 different settings that enable readers to compare and contrast both practice and policy issues with their own contexts while accessing a cutting-edge model of professional development. It is designed for educators, instructional designers, administrators, principals, researchers, policymakers, practitioners, and students seeking current and relevant research on international education and education strategies for science courses.

About this title

About the Authors

Stuart Bevins is a Principal Research Fellow and lead for science education research. He has designed and led both large- and small-scale research projects and written extensively about science teacher professional development and classroom inquiry in science education. Stuart was the Coordinator for the Chain Reaction project.

Louise Lehane is a Lecturer in Education at St Angela's College in Sligo, Ireland. She is a qualified science teacher and completed both her undergraduate studies and her PhD in the University of Limerick, Ireland. She now specializes in teaching general and science-specific pedagogics. Her main research interests include Nature of Science, teacher PCK development, curriculum policy and change, the sociology of education, development education through a science teaching lens and self-efficacy development through the use of professional learning communities. She worked on the Chain Reaction project from 2013-2016.

Josephine Booth has worked at Sheffield Hallam University since 2009, following the successful completion of her PhD in Biological Sciences at the University of Sheffield. She has worked in the private and third sector as well as in an academic environment. Josephine's research interests are wide ranging and include environmental and outdoor education, the impact of teacher education routes, SEND in schools and inquiry-based science education policy. She co-managed the Chain Reaction project throughout its lifetime.

Edition details

• Publisher: IGI Global
• Publication date: 2019
• Language: English
• ISBN 10: 1522554394
• ISBN 13: 9781522554394
• Binding: Hardcover
• Number of pages: 298
• Editor: Bevins Stuart, Lehane Louise, Booth Josephine