The central task of the newly founded “Science Education Centre for enquiry-based learning and teaching” is the development of and the research on teacher training models. Enquiry-based teaching and learning strategies are the basis for these models. PISA results 2006 (SCHREINER 2007) give evidence that there is a backlog demand concerning the knowledge about the Nature of Science with Austrian students. Moreover the motivation to deal with science is relatively low. Enquiry-based learning has a great potential to increase the competences leading to scientific reasoning and to a better understanding of the Nature of Science. It brings a research-orientated approach to the subject. Through the self-directed work on a problem or scenario like e.g. the designing of a practical scientific experiment, the choosing of an investigation method, the testing of proper ideas or the application of science concepts on real life problems – strategies which are so far underrepresented in Austrian science classes (SCHREINER 2007) - the students’ ability in scientific reasoning might increase as well as – so we assume – their motivation to deal with science topics. We want to contribute towards implementing enquiry-based learning in biology classes by developing an enquiry-based teachers’ training programme. In our concept (KELLER et al. in print) teachers further develop the given inputs in Communities of Practice (LAVE & WENGER 1991) with other teachers, explore them with their classes and reflect on their experiences with enquiry based teaching with their colleagues. The research objective in this phase of the project is to study the influence of the training on the teachers’ PCK development. As we assume that enquiry-based learning strategies may increase the conceptual knowledge of the students and their motivation for the biology classes, we plan a second investigation phase with the students later on. For the here described first phase we follow the PCK concept of PARK & OLIVER (2008) who identify six different domains of PCK: the orientation to teaching science, the knowledge of science curriculum, the knowledge of students’ understanding in science, the teacher efficacy, the knowledge of instructional strategies for teaching science and the knowledge of assessment of science learning. First steps towards adopting this PCK model for research on teachers’ training concepts in Austria have already been taken (KELLER et al. in print).

In the research project presented we focus on the PCK domains “orientation to teaching science” and the “knowledge of instructional strategies for teaching science” because these are the domains closest related to enquiry-based learning. The research design for the assessment of these domains in an enquiry-based learning and teaching situation consists of the following steps: During the training problem-centered pre- and post interviews (FLICK 2007) are carried out with the participating teachers. Due to our modular course design, we also get information about the experiences teachers make with implementation and further development of the training course inputs in classroom teaching. Other data sources for triangulation are: group discussions carried out in the course of the training as well as process observation during the course. The collected data are audiotaped, transliterated and analysed via the Qualitative Content Analysis (MAYRING 2000). The results are outlined in a case study (YIN 2003).

With our research project we get information of what the teachers report about their PCK development during the training. As our teacher training includes a part where the participants explore and further develop the given input in Communities of Practice with their collegues as well as with their classes, we also get reflective data from the teachers about how the implementation of enquiry-based learning has worked with the students. Results of the first courses should be available by winter 2009.