The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching

Allan Blake, James Mcnally, Colin Smith

Research output: Book/ReportCommissioned report

Abstract

In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science that can provide a warrant for theory and practice that will assist new science teachers in recognising and developing opportunities for investigative activity. Remaining aware, however, of the recurring theme in contemporary educational research which suggests that learning to teach has an important affective dimension associated with developing relationships and the formation of a teaching identity – a model of development which thus transcends atheoretical checklists of professional standards or pedagogical steps – the nature of that evidence will necessarily be in the area of the formative development of new teachers’ professional knowledge and understanding.
LanguageEnglish
Number of pages18
Publication statusPublished - 2010

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interactive media
pupil
Teaching
teacher
science
educational research
learning
evidence
classroom
knowledge
performance
experience

Keywords

  • inquiry-based science teaching
  • pupil opinion
  • formative development
  • professional learning

Cite this

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The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching. / Blake, Allan; Mcnally, James; Smith, Colin.

2010. 18 p.

Research output: Book/ReportCommissioned report

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AB - In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science that can provide a warrant for theory and practice that will assist new science teachers in recognising and developing opportunities for investigative activity. Remaining aware, however, of the recurring theme in contemporary educational research which suggests that learning to teach has an important affective dimension associated with developing relationships and the formation of a teaching identity – a model of development which thus transcends atheoretical checklists of professional standards or pedagogical steps – the nature of that evidence will necessarily be in the area of the formative development of new teachers’ professional knowledge and understanding.

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