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Teachers’ experiences from in-service education about inquiry based science education
Malmö University.
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-3251-6082
Malmö University.
2014 (English)Conference paper, Abstract (Other academic)
Abstract [en]

 Science teachers have often regarded in-service education as an ineffective way to improve their professional competence. At the same time a lot of resources are spent on in-service education, for instance in different project financed by the EU. This paper reports from a project with the aim to develop science teachers’ skills in inquiry based science education (“IBSE”) and assessment. In-service teacher education is provided by a series of workshops (24 hours in total). In order to investigate how the teachers perceived their development as professionals during the workshops, the teachers answered a questionnaire individually in the end of each series of workshops. The majority of teachers reported that they consider themselves as more experienced in teaching IBSE after the workshops; something they state will make them use IBSE and assessment more in the future. The results also indicate that teachers’ expectations of in-service education have been met by the workshops.

Place, publisher, year, edition, pages
Keyword [en]
Inquiry based science education, assessment, in-service education, professional competence
National Category
Pedagogical Work
URN: urn:nbn:se:hkr:diva-13383OAI: diva2:776078
NFSUN 2014
Available from: 2015-01-06 Created: 2015-01-06 Last updated: 2015-01-06Bibliographically approved

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Jönsson, Anders
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