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A sustainable teacher training: approaching more science content and inquiry
Karlstad University, Sweden.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-7568-0512
2012 (English)In: E-Book Proceedings of the ESERA 2011 Conference, 2012, 49-56 p.Conference paper (Refereed)
Abstract [en]

How can teachers change the way they teach so students get access to more features

of inquiry based science teaching and learning? Four teacher educators and researchers

worked with five teachers from two schools, to develop tools to analyze teaching sequences.

The teachers’ lessons were video-taped on two occasions at least with several weeks in

between. The films were analyzed and various didactic issues discussed in seminars with the

researchers and the teachers. After the first lesson feedback, the teachers were given the

challenge to make a teaching sequence paying regard to his/her reflections on our seminar and

our analysis of the first lesson. We report a case study in which a teacher, Roy, develops his

teaching in several respects such as dialogic communicative approaches, writing, and science

content. We compare and analyze two of his lessons: the first on Electricity and the other on

the Water Cycle. The teacher Roy is able to create interesting lessons in which argumentation

and debate are included. With the second lesson Roy showed awareness of the significance of

the science content in the dialogue, and he gave a greater subject-matter depth compared to

the first lesson, as well as a wider variety of scientific ways including experimental work. The

science content was, however, superficial and vague in both lessons. The difficulty of meeting

the students in dialogue occurs when the teacher’s own knowledge is insufficient. The

teacher’s awareness of the importance of dialogue in the classroom combined with a greater

depth of subject focus, lead to learning opportunities for students that are of benefit for both

language and science skills.

Place, publisher, year, edition, pages
2012. 49-56 p.
Keyword [en]
communicative approaches, teachers professional development, dialogicinquiry, inquiry-based science teaching/learning, writing in science
National Category
Natural Sciences
URN: urn:nbn:se:mdh:diva-30692ISBN: 978-9963-700-44-8OAI: diva2:892879
ESERA 2011 Conference, Lyon, France, Science Learning and Citizenship
Available from: 2016-01-11 Created: 2016-01-11 Last updated: 2016-01-14Bibliographically approved

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Norberg Brorsson, Birgitta
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