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| rdf:type
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| Description
| - The chapter presents experiences and data around the question of when and how to introduce the IBST concept during pre-service teacher education. One focus is on the time before the students? teaching experiences, as it seems difficult to learn about inquiry-based science teaching without prior practice. Some approaches to understanding the student teachers? attitudes to practices of developing IBSL/T during the pre-service training are discussed. The first part of the chapter describes the psychological background of new student teachers? attitudes toward IBSL/T- especially the process of conceptual change and changes in information process strategies. Then we present two empirical studies on student teachers? attitudes towards inquiry-based teaching. The first investigates the relations between student teachers? willingness to apply IBST along with their own experiences of being taught this way to their scores on a five-factor personality model and their learning motivation. The second one investigates the willingness to apply IBST among those student teachers and in-service teachers who attended a course on argumentation skills development. The last part of the chapter describes the experience gained in a seminar on inquiry-based tasks for K-12 biology. The student teachers practiced Biology Olympiad tasks in peer-teaching settings and then reflected upon the process of task solution, assessing the task from different perspectives, including IBST. The outcomes provide insight into the students teachers? attitudes towards inquiry-based teaching, especially with respect to the barriers they perceive to the implementation of IBST. We hope that the chapter offers some hints for pre-service teacher training aimed at dealing with some of these reservations and obstacles.
- The chapter presents experiences and data around the question of when and how to introduce the IBST concept during pre-service teacher education. One focus is on the time before the students? teaching experiences, as it seems difficult to learn about inquiry-based science teaching without prior practice. Some approaches to understanding the student teachers? attitudes to practices of developing IBSL/T during the pre-service training are discussed. The first part of the chapter describes the psychological background of new student teachers? attitudes toward IBSL/T- especially the process of conceptual change and changes in information process strategies. Then we present two empirical studies on student teachers? attitudes towards inquiry-based teaching. The first investigates the relations between student teachers? willingness to apply IBST along with their own experiences of being taught this way to their scores on a five-factor personality model and their learning motivation. The second one investigates the willingness to apply IBST among those student teachers and in-service teachers who attended a course on argumentation skills development. The last part of the chapter describes the experience gained in a seminar on inquiry-based tasks for K-12 biology. The student teachers practiced Biology Olympiad tasks in peer-teaching settings and then reflected upon the process of task solution, assessing the task from different perspectives, including IBST. The outcomes provide insight into the students teachers? attitudes towards inquiry-based teaching, especially with respect to the barriers they perceive to the implementation of IBST. We hope that the chapter offers some hints for pre-service teacher training aimed at dealing with some of these reservations and obstacles. (en)
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| Title
| - Inquiry-based teaching and future teachers'attitudes towards it.
- Inquiry-based teaching and future teachers'attitudes towards it. (en)
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| skos:prefLabel
| - Inquiry-based teaching and future teachers'attitudes towards it.
- Inquiry-based teaching and future teachers'attitudes towards it. (en)
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| skos:notation
| - RIV/60076658:12410/13:43886026!RIV14-MSM-12410___
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| http://linked.open...avai/predkladatel
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
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| http://linked.open...vai/riv/dodaniDat
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| http://linked.open...aciTvurceVysledku
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| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
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| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
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| http://linked.open...ai/riv/idVysledku
| - RIV/60076658:12410/13:43886026
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| http://linked.open...riv/jazykVysledku
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| http://linked.open.../riv/klicovaSlova
| - IBST, biology, teacher students' attitudes (en)
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| http://linked.open.../riv/klicoveSlovo
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| http://linked.open...ontrolniKodProRIV
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| http://linked.open...i/riv/mistoVydani
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| http://linked.open...vEdiceCisloSvazku
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| http://linked.open...i/riv/nazevZdroje
| - Inquiry in science education and science teacher education: research on teaching and learning through inquiry based approaches in science (teacher) education.
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| http://linked.open...in/vavai/riv/obor
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| http://linked.open...ichTvurcuVysledku
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| http://linked.open...v/pocetStranKnihy
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| http://linked.open...cetTvurcuVysledku
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| http://linked.open...UplatneniVysledku
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| http://linked.open...iv/tvurceVysledku
| - Papáček, Miroslav
- Petr, Jan
- Stuchlíková, Iva
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| number of pages
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| http://purl.org/ne...btex#hasPublisher
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| https://schema.org/isbn
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| http://localhost/t...ganizacniJednotka
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