The teacher who develops Inquiry-based Science Teaching: what do the research say?
This paper is a literature review on the Inquiry-based Science Teaching (IST), with emphasis on the actions of the Teacher who develops the Inquiry-based Science Teaching (TIST). Considering 58 articles on IST published between 2009 and 2019 in 5 Science Education journals, two types of action were...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2021-12-01
|
| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2516 |
| _version_ | 1818907713556447232 |
|---|---|
| author | Marta Maximo-Pereira Alexander Montero Cunha |
| author_facet | Marta Maximo-Pereira Alexander Montero Cunha |
| author_sort | Marta Maximo-Pereira |
| collection | DOAJ |
| description | This paper is a literature review on the Inquiry-based Science Teaching (IST), with emphasis on the actions of the Teacher who develops the Inquiry-based Science Teaching (TIST). Considering 58 articles on IST published between 2009 and 2019 in 5 Science Education journals, two types of action were identified: TIST actions directly related to the inquiry-based activities carried out with students (Macrocategory A, most recurrent in the data) and TIST actions related to other teaching activities, in addition to the inquiry-based activities carried out with students (Macrocategory B, less frequent in the corpus). Macrocategory A covers both typical TIST actions and actions that the teacher performs in other didactic approaches. These set of actions seems to characterize the TIST work in the classroom. Macrocategory B refers to actions such as planning and reflection. These actions, less frequent in the data, are essential not only for carrying out inquiry-based activities, but also for thinking about teacher education to develop inquiry-based activities. This work highlights the multiplicity and complexity of TIST actions and points to the importance of other research dimensions for IST, especially those that emphasize TIST as a subject that enables the conditions for the materialization of IST in the classroom. |
| first_indexed | 2024-12-19T21:59:30Z |
| format | Article |
| id | doaj.art-5883ca9dffb745e2aac1ba40cc11e83a |
| institution | Directory Open Access Journal |
| issn | 1518-8795 |
| language | English |
| last_indexed | 2024-12-19T21:59:30Z |
| publishDate | 2021-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-5883ca9dffb745e2aac1ba40cc11e83a2022-12-21T20:04:11ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87952021-12-0126313415610.22600/1518-8795.ienci2021v26n3p134683The teacher who develops Inquiry-based Science Teaching: what do the research say?Marta Maximo-Pereira0Alexander Montero Cunha1Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET/RJ) campus Nova IguaçuInstituto de Física da Universidade Federal do Rio Grande do Sul (UFRGS)This paper is a literature review on the Inquiry-based Science Teaching (IST), with emphasis on the actions of the Teacher who develops the Inquiry-based Science Teaching (TIST). Considering 58 articles on IST published between 2009 and 2019 in 5 Science Education journals, two types of action were identified: TIST actions directly related to the inquiry-based activities carried out with students (Macrocategory A, most recurrent in the data) and TIST actions related to other teaching activities, in addition to the inquiry-based activities carried out with students (Macrocategory B, less frequent in the corpus). Macrocategory A covers both typical TIST actions and actions that the teacher performs in other didactic approaches. These set of actions seems to characterize the TIST work in the classroom. Macrocategory B refers to actions such as planning and reflection. These actions, less frequent in the data, are essential not only for carrying out inquiry-based activities, but also for thinking about teacher education to develop inquiry-based activities. This work highlights the multiplicity and complexity of TIST actions and points to the importance of other research dimensions for IST, especially those that emphasize TIST as a subject that enables the conditions for the materialization of IST in the classroom.https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2516ensino de ciências por investigaçãoformação de professoresrevisão de literatura |
| spellingShingle | Marta Maximo-Pereira Alexander Montero Cunha The teacher who develops Inquiry-based Science Teaching: what do the research say? Investigações em Ensino de Ciências ensino de ciências por investigação formação de professores revisão de literatura |
| title | The teacher who develops Inquiry-based Science Teaching: what do the research say? |
| title_full | The teacher who develops Inquiry-based Science Teaching: what do the research say? |
| title_fullStr | The teacher who develops Inquiry-based Science Teaching: what do the research say? |
| title_full_unstemmed | The teacher who develops Inquiry-based Science Teaching: what do the research say? |
| title_short | The teacher who develops Inquiry-based Science Teaching: what do the research say? |
| title_sort | teacher who develops inquiry based science teaching what do the research say |
| topic | ensino de ciências por investigação formação de professores revisão de literatura |
| url | https://www.if.ufrgs.br/cref/ojs/index.php/ienci/article/view/2516 |
| work_keys_str_mv | AT martamaximopereira theteacherwhodevelopsinquirybasedscienceteachingwhatdotheresearchsay AT alexandermonterocunha theteacherwhodevelopsinquirybasedscienceteachingwhatdotheresearchsay AT martamaximopereira teacherwhodevelopsinquirybasedscienceteachingwhatdotheresearchsay AT alexandermonterocunha teacherwhodevelopsinquirybasedscienceteachingwhatdotheresearchsay |