09 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
The change process of teaching and learning process is on a different level in every country. The Czech Republic is one of the post-communist countries, where the teacher-oriented learning strategies were typical. Nowadays there is an effort to change them to student-oriented learning strategies and in science subjects to apply inquiry-oriented science program. This science program should have a positive impact on science skills process development. Recognizing the importance of developing science skills in elementary school and carefully defining and organizing those skills are necessary for implementing change. A major stumbling block is the focus on teaching science skills in isolation from their real world applications. Meichtry (1992) mentions the positive effect of science skills; science process skills such as observing, hypothesizing, measuring, collecting, and analyzing data, and drawing conclusions etc. promote problem-solving and critical thinking skills and also promote scientific reasoning (Strand-Cary, Klahr 2008). There is a lack of studies which assess the effect of inquiry-oriented science program on the development of scientific skills (Brickman et al. 2009). From the published results it is obvious that inquiry instruction results in improved student learning (Schneider et al. 2002). Most studies on the effectiveness of inquiry investigations have measured student achievement through acquisition of content knowledge, conceptual understanding, and overcoming misconceptions. Using these variables, the studies demonstrated increases in student achievement in inquiry lab classrooms (Basaga, Geban, & Tekkaya, 1994; Luckie, et al., 2004). However, we were not able to find sources focusing on the teachers’ views on the importance of biological skills. There are some studies focusing on the students’ perception of the importance of the skills. Leggett et al. (2004) investigated students’ perception of the importance of science skills. The authors used a questionnaire and from the answers they found that students' two top skills were finding information and laboratory skills. The authors also provided partial results with an interesting fact that laboratory skills and techniques were not ranked highly by staff. This could be because staff considers these skills as already successfully taught or it may be that staff sees them as content-specific skills. So our effort is to fill the gap by an investigation focusing on teachers´ views of the importance of biological skills.
The main aim was to investigate the teachers’ view on the importance of biological skills. The partial aims were to compare lower secondary school teachers and high school teachers’ views. Next, we focused on comparing the views on the importance of biological skills with respect to gender, age and residence of respondents.
Is there a significant difference between lower secondary school teachers´ and high school teachers’ views on the importance of biological skills?
Does the gender of respondents have a significant effect on the results?
Does the age of respondents have a significant effect on the results?
Is there any difference in the results with respect to residence of respondents?
Basaga, H., Geban, O., & Tekkaya, C. (1994). The Effect of the Inquiry Teaching Method on Biochemistry and Science Process Skill Achievements. Biochemical Education, 22(1), 29-32. Brickman, P., Gormally, C., Armstrong, N., Hallar, B (2009). Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 3(2), 1-22. Leggett, M., Kinnear A., Boyce, M., Bennett, I. (2004). Student and staff perceptions of the importance of generic skills in science, Higher Eduction Research & Development, 23(3), 295–312 Luckie, D. B., Maleszewski, J. J., Loznak, S. D., Krha, M. (2004). Infusion of Collaborative Inquiry throughout a Biology Curriculum Increases Student Learning: a Four-year Study of "Teams and Streams". Advances in Physiology Education, 28(4), 199-209. Meichtry, Y. J. (1992). Using laboratory experiences to develop the scientific literacy of middle school students. School Science and Mathematics, 92(8), 437-441. Schneider, R. M., Krajcik, J., Marx, R. W., Soloway, E. (2002). Performance of Students in Project-Based Science Classrooms on a National Measure of Science Achievement. Journal of Research in Science Teaching, 39(5), 410-422. Strand-Cary, M., Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488-511.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- 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.