Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
In the last ten years, a number of international studies have been implemented to monitor the knowledge, skills and pupils/students' interest in science subjects (TIMSS,PISA, ROSE). These studies showed that pupils/students' interest in science subjects was low, continued to decline and in most countries, pupils/students knowledge in science subjects was just below the average. The in-depth study of the current state of science education inEuropeprocessed by Osborn & Dillon (2008) suggests that the importance of science education in the EU countries is underestimated, especially in terms of its relevance to everyday life. The one possibility how to improve pupils awareness about science subjects is to incorporate inquiry based science education into teaching process. The essence of IBSE is that the teacher does not interpret the curriculum in the ready form, but he/she creates the knowledge through the problem solving and a system of questions ("talking education"). It is therefore a purposeful process of formulating problems, critical experimentation, and assessment of alternatives, planning, investigation and verification, drawing conclusions, information retrieval, creation of models of studied processes, debate with others and forming coherent arguments (Linn, Davis & Bell, 2004). Many authors from abroad define learning through investigation as a process within which students acquire the ways of scientific thinking and methods of work, e.g. Wilke and Straits (2005) or Tessier (2010 ). Therefore the aim is not to reveal some new knowledge, but a rediscovery of the already discovered through the use of sensory apparatus of students, observing, classifying, communicating with classmates, etc. According to Leonard, Spezial & Penicka (2001) or Shami (2001), investigation also supports the students' ability to formulate questions and problems, interpret a text, diagrams, shapes, models, tables, graphs, maps, to identify dependent and independent variables, collect variables, gather data and process them into generalized conclusions, present results and formulate new hypotheses. Investigation also leads to the formation of students' deep and lasting learning experience. a very positive impact of IBSE can be traced on the attitudes, knowledge, and success of students and also on skills development (in our case, in biology). Unfortunately, it is still possible to come across a phenomenon that can be an obstacle for the continuous development of biology skills in relation to IBSE. The application of IBSE is narrowed down to only a limited amount of time, in most cases not exceeding a few hours within the school year, in many cases caused by researchers. Therefore, the traditional approach still persists. This phenomenon is also pointed out by Erdogan (2005).
The main aim of the study is to find out biological knowledge of lower secondary school pupils and high school students
Method
Expected Outcomes
References
Erdogan, I. (2005). Controlled volcanism in the classroom: A simulation. Science Activities. 42(1), 21–24. Leonard, W. H., Speziale, B. J. & Penick, J. E. (2001). Performance Assessment of a Standards Based High School Biology Curriculum. The American Biology Teacher, 63(5), 310-315. Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Lawrence Erlbaum. Osborne, J. & Dillon, J. (2008) Science Education in Europe: Critical reflections. Retrieved 10/09/2011, from http://www.nuffieldfoundation.org/science-educationeurope Shami, P. A. (2001). Science Curriculum for the Primary School National Institute of Science and Technical Education. Islamabad: Ministry of Education, Govt. of Pakistan. Tessier, J. (2010). An Inquiry-Based Biology Laboratory Improves Preservice Elementary Teachers' Attitudes About Science. Journal of College Science Teaching. 39(6), 84-90. Wilke, R. R. & Straits, W. J. (2011). Practical Advice for Teaching Inquiry-Based Science Process Skills in the Biological Sciences. The American Biology Teacher. 67(9), 534-540.
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