Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching
Lehesvuori, S., Ratinen, I., Kulhomäki, O., Lappi, J., & Viiri, J. (2011). Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching. Nordic Studies in Science Education, 7(2), 140-159. https://doi.org/10.5617/nordina.235
Published inNordic Studies in Science Education
© the Authors & Nordic Studies in Science Education, 2017.
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. ...
PublisherUniversitetet i Oslo & Umeå universitet
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Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching Lehesvuori, Sami; Ratinen, Ilkka; Kuhomäki, Otto; Lappia, Jousia; Viiri, Jouni (Naturfagsenteret, 2011)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 ...
Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena (Springer, 2011)It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose ...
The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachers Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni (Springer Netherlands, 2019)Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects ...
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