Pellikka, A., Lutovac, S. & Kaasila, R. (2021). How relationships between views, understandings, and implementations of inquiry-based teaching in biology contribute to science teacher identity. NorDiNa, 17(3), 311–326. https://doi.org/10.5617/nordina.7854
Relationships between pre-service primary teachers' beliefs, understandings, and planning of inquiry-based teaching in biology education
|Author:||Pellikka, Anne1; Lutovac, Sonja1; Kaasila, Raimo2|
1Faculty of Education, University of Oulu, Finland
2University of Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.7 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021111054574
Nasjonalt senter for naturfag i opplæringen,
|Publish Date:|| 2021-11-10
This study examines the relationships between preservice primary teachers’ (PSTs) views, understandings, and implementations of inquiry-based teaching (IBT) in primary biology education. In earlier studies, these relationships have been researched separately. Exploring them simultaneously allows a greater insight into the process of teacher change and science teacher identity development. Drawing on the narrative method, data included learning diaries, lesson plans, and interviews during a two year research period. Our findings reveal the complex relationships between three aspects of IBT. For example, embracing views of IBT were sometimes accompanied by a significant understanding of IBT and other times by a weak understanding. Whereas, hesitant views of IBT also went together with significant understanding. We discuss these relationships in the light of their impact on science teacher identity and provide suggestions for teacher education.
NorDiNa. Nordic studies in science education
|Pages:||311 - 326|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
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