10 SES 05.5 PS, General Poster Session
General Poster Session
Results of the Relevance of Science Education Study (Schreiner & Sjøberg, 2004) illustrate that students in many countries have only little interest in science and in learning science. To cause a change, different reports (AAAS, 2000; NRC, 2000; Rocard et al., 2007) suggest that Inquiry-Based Science Education (IBSE) might be an innovative approach to enhance learning outcomes in a positive manner. In Europe, different educational projects, for example the PROFILES project, want to support this change by disseminating the IBSE approach in Europe (Bolte et al., 2012).
For implementing IBSE in schools, teachers play an important role (Bolte et al., 2012). Therefore, one goal of the PROFILES working group at the Freie Universität Berlin (FUB) is the development and realization of IBSE-related Continuous Professional Development (CPD) programs for pre-service science teacher students, as an early start of CPD will prepare the next generation of science teachers in a positive way (Aebli, 2001). Loucks-Horsley et al. (1996) and Loucks-Horsley et al. (2003) show how CPD programs should be designed to achieve positive results. Considering these design principles (for example: ‘develop awareness’, ‘put the IBSE approach into practice’, ‘determine impacts on personality and promote collaboration with others’ (Loucks-Horsley et al., 2003)), pre-service teacher students plan and perform IBSE-oriented lessons about environmental pollution in the context of a science education treatment course at the FUB. During the treatment course, the pre-service students are supported by a science educator, who introduces a specific IBSE model (according to NRC, 2000; AAAS 2000) on a theoretical and practical basis to the participants. Overall, the treatment course focuses on the following topics and objectives:
Science teacher students…
- studying the IBSE model on a theoretical and practical basis,
- discussing advantages and disadvantages of IBSE in school practice,
- designing and trying out inquiry-based learning environments to topics of pollution in a preparation unit independently,
- reflecting and discussing pros and cons of inquiry-based science learning environments based on their preparation experiences with IBSE,
- using inquiry-based teaching in the classroom for lessons about environmental pollution,
- reflecting own IBSE-oriented lessons and the lessons of peers,
- are active involved in the course to ensure the development of teacher ownership.
For an evaluation of the impact of this CPD course, we want to analyse the participants’ attitudes and concerns about the implementation of IBSE with a pre-post-test design.
Following the theory of planned behavior (TPB) (Ajzen, 1991), positive attitudes affect the intention to implement IBSE in school practice, because the stronger the intention, the more likely it becomes to be performed in practice.
To gain insights into pre-service teacher students’ attitudes and concerns about the implementation of IBSE, we refer also to the Concern-Based Adoption Model (CBAM) by Hall and Hord (2011), and especially to their Stages of Concern (SoC) theory and questionnaire (Hall & Hord, 2011). The SoC model is based on seven stages (SoC scales): A - Unconcerned, B - Informational, C - Personal, D - Management, E - Consequence, F - Collaboration and G - Refocusing.
Applying the SoC questionnaire provides information about the testees’ attitudes and concerns towards IBSE by creating SoC profiles (Hall & Hord, 2011; Bitan-Friedlander et al., 2004).
In order to use a SoC questionnaire for pre-service science teachers, we first have to test our adapted SoC questionnaire (Schneider & Bolte 2011; according to Pant, Vock, Pöhlmann, & Köller, 2008 and Hall & Hord, 2011) and investigate the scientific quality of our modified questionnaire version.
Therefore we ask: (1) Does our adapted SoC questionnaire meet the criteria of scientific quality?
AAAS (2000). Inquiring into Inquiry Learning and Teaching in Science. Washington, DC. Aebli, H. (2001). Zwölf Grundformen des Lehrens. (11. Aufl.). Stuttgart: Klett-Cotta. Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179–211. Bailey, D.B., Palsha, S.A. (1992): Qualities of the Stages of Concern Questionnaire and implications for educational innovations. In: Journal of Educational Research 85, 226–232 Bitan-Friedlander, N., Dreyfus, A., & Milgrom, Z. (2004). Types of “teachers in training”: the reactions of primary school science teachers when confronted with the task of implementing an innovation. Teaching and Teacher Education, 20(6), 607–619. Bolte, C., Streller, S., Rannikmae, M., Holbrook, J., Hofstein, A., Mamlok Naaman, R., Rauch, F. (2012): PROFILES: Professional Reflection-Oriented Focus on Inquiry based Learning and Education through Science. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. Hall, G. E., & Hord, S. M. (2011). Implementing change: Patterns, principles, and potholes (3. ed.). Pearson Education. Loucks-Horsley, S., Stiles, K., & Hewson, P. (1996). Principles of effective professional development for mathematics and science education: A synthesis of standards. NISE Brief, 1(1), 1–6. Loucks-Horsley, Susan. (2003). Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks: Corwin Press. National Research Council. (2000). Inquiry and the National Science Education Standards. A Guide for Teaching and Learning. (8. Aufl.). Washington DC: National Academy Press. Pant, H. A., Vock, M., Pöhlmann, C., & Köller, O. (2008). Offenheit für Innovationen. Befunde aus einer Studie zur Rezeption der Bildungsstandards bei Lehrkräften und Zusammenhänge mit Schülerleistungen. Zeitschrift für Pädagogik 54 (6), S. 827-845. Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science Education Now: a renewed pedagogy for the future of Europe, European Commission. Schneider, V., Bolte, C. (2011): Stages of Concern Fragebogen "Forschendes Lernen" (Stage of Concerns Questionnaire on IBSE"). FU Berlin. (Unveunpublishe Polyskript). Schneider, V., C. Bolte (2012). Professional Development regarding Stages of Concern towards Inquiry-Based Science Education. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 71-74. Schreiner, C., & Sjøberg, S. (2004). ROSE: The relevance of science education. Sowing the seeds of ROSE. Acta didactica, 4.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.