Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching

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dc.contributor.author Lehesvuori, Sami
dc.contributor.author Ratinen, Ilkka
dc.contributor.author Kuhomäki, Otto
dc.contributor.author Lappia, Jousia
dc.contributor.author Viiri, Jouni
dc.date.accessioned 2012-02-06T09:22:44Z
dc.date.available 2012-02-06T09:22:44Z
dc.date.issued 2011
dc.identifier.citation Lehesvuori, S., Ratinen, I., Kulhomäki, O., Lappi, J. & Viiri, J. (2011). Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching. NorDiNa : Nordic Studies in Science Education, 7 (2), 140-159.
dc.identifier.issn 1504-4556
dc.identifier.uri http://hdl.handle.net/123456789/37317
dc.description.abstract Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher directions. To avoid this, the communicational ways in which teachers can encourage pupil reasoning during different phases of inquiry should be explicitly addressed. This paper addresses this gap by introducing a dialogic inquiry-based approach to science education. This approach combines the principles of inquiry and dialogic teaching. Based on this framework we investigated a number of primary student teachers’ (n=28) conceptualisations of science teaching and evaluated to what extent dialogic inquiry-based teaching informed these conceptualisations. Analysis revealed that dialogicality was not present in student teacher pre-conceptions, their pre-conceptions rather focused on traditional practices related to science teaching. The learning trajectories created for six cases, however, indicate an increased awareness of inquiry-based teaching including the dialogic aspect over the duration of the course. fi
dc.language.iso eng
dc.publisher Naturfagsenteret
dc.relation.ispartofseries NorDiNa - Nordisk tidsskrift i naturfagdidaktikk
dc.relation.uri http://www.naturfagsenteret.no/c1515377/tidsskrift_nummer/vis.html?tid=1834193
dc.subject.other tutkiva oppiminen fi
dc.subject.other kommunikatiivinen lähestymistapa fi
dc.subject.other dialoginen opettaminen fi
dc.subject.other inquiry-based learning en
dc.subject.other dialogic teaching en
dc.title Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-201202061129
dc.subject.kota 516
dc.subject.kota 114
dc.subject.kota 116
dc.subject.kota 117
dc.subject.kota 118
dc.contributor.laitos Opettajankoulutuslaitos fi
dc.contributor.laitos Department of Teacher Education en
dc.type.uri http://purl.org/eprint/type/JournalArticle
dc.description.version Publisher's PDF
eprint.status http://purl.org/eprint/type/status/PeerReviewed

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