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dc.contributor.authorLehesvuori, Sami
dc.contributor.authorRatinen, Ilkka
dc.contributor.authorKulhomäki, Otto
dc.contributor.authorLappi, Jousia
dc.contributor.authorViiri, Jouni
dc.date.accessioned2017-10-13T10:30:55Z
dc.date.available2017-10-13T10:30:55Z
dc.date.issued2011
dc.identifier.citationLehesvuori, S., Ratinen, I., Kulhomäki, O., Lappi, J., & Viiri, J. (2011). Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching. <i>Nordic Studies in Science Education</i>, <i>7</i>(2), 140-159. <a href="https://doi.org/10.5617/nordina.235" target="_blank">https://doi.org/10.5617/nordina.235</a>
dc.identifier.otherCONVID_20777994
dc.identifier.otherTUTKAID_47329
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55628
dc.description.abstractInquiry-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.
dc.language.isoeng
dc.publisherUniversitetet i Oslo & Umeå universitet
dc.relation.ispartofseriesNordic Studies in Science Education
dc.relation.urihttps://www.naturfagsenteret.no/c1515377/binfil/download2.php?tid=1834144
dc.subject.otherkommunikatiivinen lähestymistapa
dc.subject.otherdialoginen opettaminen
dc.subject.otherinquiry-based learning
dc.subject.othercommunicative approach
dc.subject.otherdialogic teaching
dc.titleEnriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201710123980
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-10-12T06:15:07Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange140-159
dc.relation.issn1504-4556
dc.relation.numberinseries2
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© the Authors & Nordic Studies in Science Education, 2017.
dc.rights.accesslevelopenAccessfi
dc.subject.ysotutkiva oppiminen
jyx.subject.urihttp://www.yso.fi/onto/yso/p18173
dc.relation.doi10.5617/nordina.235
dc.type.okmA1


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