Abstract
Teachers bring with them a variety of beliefs when they arrive at continual professional development (CPD) training courses focusing on the inquiry-based approach to science education. These beliefs influence the way they understand, accept and ultimately implement the content of the training. The purpose of the present study was to identify the beliefs held by participating teachers about the effectiveness of science instruction prior to CPD training focusing on inquiry-based science instruction. The goal was to use the results to adjust the instruction in accordance with the findings. The research focused on perceiving (a) the way teachers comprehend learning, (b) what they target for modification in students’ learning, (c) how they comprehend knowledge and (d) how they see their role in science instruction. Q methodology was used to investigate the beliefs of 34 science teachers prior to their CPD training by having them rank and sort a series of 51 statements. The analysis showed three types of beliefs about the effectiveness of science instruction: (Factor 1) the belief that students are curious, active independent researchers and thinkers, (Factor 2) the belief that teachers are providers of a stimulating environment for cooperation and (Factor 3) the belief that students need to have basic knowledge which they individually construct. Based on the results, the study identifies particular issues which need to be addressed during CPD training in order to fully embrace inquiry in the science classroom.
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Acknowledgements
This work was supported by Slovak Research and Development Agency: APVV-70-0040 project.
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This study was funded by Slovak Research and Development Agency (APVV-70-0040 project).
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Appendices
Appendix. Q statements
Area 1 statements: Focusing on a goal in science education: process versus content | |||
1 | The student creates his/her own understanding of studied phenomena by doing inquiry and working with various information. | 50 | Scientific phenomena are complicated, and therefore they have to be explained well. |
2 | An appropriate learning environment represents a sufficient amount of information. | 49 | Students cannot learn science without a teacher and a textbook. |
3 | Knowledge gained from doing inquiry-based activities is more stable than that learnt from different (secondary) sources. | 48 | Students learn the best by observing a teacher and by studying textbooks. |
4 | In science, it is important to continue to learn and develop our knowledge constantly. | 47 | In science, it is important to learn facts and laws. |
5 | Learning starts with identifying the unknown (a student finds out that he/she is lacking some information and/or explanation). | 46 | Learning starts with the teacher’s explanation supported by examples from real life. |
6 | Learning is an active individual process when a student constructs new meaning from what he/she has read, heard or experienced. | 45 | Learning starts with an understanding of the teacher’s explanation. It is completed by solving exercises and various tasks. |
7 | The systematic exploration of the surrounding world can be applied at any age when done in an appropriate way. | 44 | Students cannot think hypothetically, and therefore inquiry activities are not suitable learning methods for them. |
Area 2 statements: Targeting to modify the pupils’ knowledge: development of science processes skills versus learning facts and laws | |||
8 | It is important to concentrate on the development of science process skills such as inferring, interpreting, concluding, etc. | 43 | The students need basic scientific knowledge for their further study. |
9 | The students should develop skills in order to work with data and information in an objective way. | 42 | The goal of science education is to provide students basic knowledge about natural phenomena. |
10 | One of the important goals in science education is to teach pupils to work with various sources of information. | 41 | It is important that students can work with textbooks. |
11 | The teacher should place sufficient emphasis on developing the students’ ability to select information from various sources of information. | 40 | Students cannot select relevant information from various sources, and therefore it is better to use textbooks and other recommended material. |
12 | The students should have an opportunity to verify the correctness or validity of the studied scientific laws, various natural phenomena, or their own ideas about the surrounding world through a variety of information sources (their own research, an encyclopaedia, the Internet, discussions with experts). | 39 | Students should learn about natural phenomena only from reliable sources (the Internet, an encyclopaedia, textbooks, etc.) |
13 | It is good if students keep asking questions about studied phenomena and express their doubts. | 38 | Students do not understand most natural phenomena since they are too complicated, and so it is good if they have a few trustworthy and comprehensible sources of information (such as a textbook, teacher, etc.) |
Area 3 statements: (In)stability of science knowledge: ability to use arguments (dynamic knowledge) versus stable science knowledge | |||
14 | Students learn the best when they can discuss the issues studied, and when they present evidence and continue to ask each other questions. | 37 | Students learn the most from the explanation provided by a teacher and from opportunities to practice what they have learnt (by doing appropriate exercises). |
15 | It is good to learn about scientific concepts by searching for evidence and using it in argumentation with classmates. | 36 | Students are not able to present arguments, and therefore they cannot really discuss the material. |
16 | It is important for students to discuss hypothetical situations. | 35 | Knowledge of science develops when a teacher provides enough examples which illustrate the studied phenomena. |
17 | If a student cannot discuss the topic (scientific phenomenon) that has been explained to him/her, then he/she has not really understood it. | 34 | Discussion is for the higher level of science education. It is sufficient if students at the primary level learn basic science facts. |
18 | Students need to be able to discuss the studied phenomena. | 33 | Science education is to provide basic knowledge in a form of facts which students can use in the future. |
19 | It is important that students ask meaningful and relevant questions about the studied phenomena. It is important that they are curious. | 32 | Students are more willing to accept information from a teacher and a textbook than from discussion, argumentation, and their own research activity. They trust information provided by a teacher more. |
Area 4 statements: The role of a teacher in science education: the teacher as a curious researcher versus teachers as a source of information | |||
20 | The teacher is an example for the students about how to think and inquire about the studied phenomena. | 31 | Teaching is effective when the teacher tells pupils what to do and what they need to know. |
21 | The teacher’s task is to correct students’ knowledge by providing opportunities to investigate and use arguments. | 30 | The teacher’s task is to provide non-contradicting facts. |
22 | Teachers should prepare learning situations and present new information which obliges students to re-evaluate their understanding and opinions about the surrounding world. | 29 | The teacher’s task is to provide correct and exact knowledge for students so they will not have to change it anymore. |
23 | Mistakes are important indicators for a teacher. They show how a student thinks about the issues studied. | 28 | Student’s mistakes (preconceptions) need to be identified and corrected immediately, for instance by clear explanation, so that they do not persist. |
24 | If a teacher finds out that a student understands the studied phenomenon incorrectly (discovers misconceptions), he/she should learn about the reason leading to the misconception through the discussion first. | 27 | If a teacher finds out that a pupil does not understand the concept correctly, the teacher should explain it to him/her. |
25 | The teacher can accept a pupil’s incorrect concept (misconception, preconception) of science at a certain stage of the concept’s development. | 26 | The teacher’s role is to mediate information and then presume the correct, though simplified, knowledge of the student about the studied phenomena. |
51 | The quality of science education depends on money |
Q Výroky
Oblasť 1: Zameraná na ciele prírodovedného vzdelávania: proces verzus obsah | |||
1 | V prírodovednom vzdelávaní si má žiak vlastným skúmaním tvoriť vlastné vysvetlenia pozorovaných javov. | 50 | Obsah prírodovedných predmetov je potrebné dobre vysvetliť, lebo je náročný. |
2 | Vhodné vyučovacie prostredie je také, ktoré žiakovi poskytne dostatok informácií na to, aby javu porozumel. | 49 | Učebnica a učiteľ sú pre žiakov dôležitým zdrojom informácií, sami sa len veľmi ťažko môžu dopracovať k dôležitým prírodovedným poznatkom. |
3 | Poznatky, ktoré žiak získa vlastnou výskumnou aktivitou sú stabilnejšie ako tie, ktoré prijme zo sekundárnych zdrojov informácií. | 48 | Žiak sa najviac naučí pozorovaním učiteľa a z učebníc. |
4 | V prírodných vedách je dôležitá snaha svoje poznanie neustále pretvárať. | 47 | V prírodných vedách sú dôležité fakty a zákony. |
5 | Učenie sa začína identifikáciou chýbajúceho poznania (žiak zistí, že mu chýba informácia a/alebo vysvetlenie). | 46 | Učenie sa začína prezentovaním nových informácií, ktoré sú podporené príkladmi z praxe. |
6 | Učenie je aktívny individuálny proces, v ktorom si žiak vytvára nové významy z prečítaného, povedaného a z priamej skúsenosti. | 45 | Učenie je proces, pri ktorom žiak pochopí, čo učiteľ vysvetľuje, pričom si vedomosti doplní riešením úloh. |
7 | Skúmanie okolitého sveta je možné aplikovať v každom veku primeraným spôsobom. | 44 | Žiaci nevedia systematicky skúmať a preto je vhodné im informácie zrozumiteľne sprostredkovať. |
Oblasť 2: Zameraná na zmenu žiakovho poznávania: rozvoj spôsobilostí vedeckej práce verzus učenie sa faktom a zákonom | |||
8 | V prírodovednom vzdelávaní je potrebné sa zamerať na rozvoj spôsobilosti žiaka uvažovať, interpretovať informácie a formulovať závery. | 43 | V prírodovednom vzdelávaní je potrebné sa zamerať na to, aby žiaci získali dostatočný vedomostný základ pre ďalšie štúdium. |
9 | Žiak by mal vedieť pracovať s údajmi a informáciami objektívnym spôsobom. | 42 | Je dôležité, aby žiak disponoval základnými poznatkami o prírodných javoch. |
10 | Je dôležité naučiť žiakov pracovať s rôznymi informačnými zdrojmi. | 41 | Žiaci sa majú naučiť pracovať s učebnicou. |
11 | Učiteľ by mal dávať dostatočný dôraz na rozvoj spôsobilosti žiaka selektovať informácie pochádzajúce z rôznych informačných zdrojov. | 40 | Žiaci nevedia selektovať informácie z rôznych informačných zdrojov, preto je vhodné využívať najmä učebnicu a iné schválené učebné materiály. |
12 | Žiaci by mali mať v škole možnosť overiť správnosť, pravdivosť či platnosť prírodných zákonov a iných javov alebo ich vlastných prírodovedných predstáv, a to prostredníctvom rôznorodých informačných zdrojov (vlastného výskumu, encyklopédie, internetu, diskusie s odborníkmi). | 39 | Žiaci by mali mať možnosť dozvedieť sa o javoch prebiehajúcich v prírode z rôznych informačných zdrojov (učebnice, internetu, encyklopédií, diskusie s odborníkmi a pod.). |
13 | Je dobré, ak žiaci neprijímajú všetky informácie ihneď, nekriticky a majú rôzne otázky. Je dobré pochybovať. | 38 | Žiaci základnej školy nechápu väčšinu prírodných javov v ich vedeckej podobe, je preto dobré, ak majú niekoľko málo pre nich dôveryhodných a zrozumiteľných informačných zdrojov (učebnica, učiteľ a pod.) |
Oblasť 3: (Ne)stabilita prírodovedného poznania: argumentačná spôsobilosť verzus ustálené vedecké poznanie | |||
14 | Dôležitou súčasťou učenia sa žiakov je diskutovanie o veciach, vysvetľovanie ich vrstovníkom, uvádzanie dôkazov a vzájomné kladenie si otázok. | 37 | Je potrebné, aby mali žiaci možnosť dostatočne si pochopenie učiva precvičiť na vhodných úlohách. |
15 | Je vhodné, ak žiaci nachádzajú dôkazy a využívajú ich v argumentácií so spolužiakmi. | 36 | Žiaci nevedia správne argumentovať a počúvať sa, diskusia medzi žiakmi je teda málo efektívna. |
16 | Je dôležité, aby žiaci diskutovali o hypotetických/možných situáciách. | 35 | Je vhodné, ak učiteľ poskytne dostatok príkladov, na ktorých je možné vysvetlený jav pozorovať. |
17 | Predstava o prírodnom jave, ktorú žiak prijme na základe učiteľovho výkladu a nevie o nej diskutovať, nie je skutočne osvojená. | 34 | Diskutovanie o prírodných javoch patrí do vyššieho prírodovedného vzdelávania. V ZŠ stačí, ak žiak disponuje základnými prírodovednými poznatkami. |
18 | Je potrebné, aby žiak vedel, kedy mu chýbajú informácie/argumenty | 33 | Prírodovedné vzdelávanie má žiakovi poskytnúť základné poznanie v podobe overených faktov, o ktoré sa bude v budúcnosti opierať. |
19 | Je dôležité, aby žiaci kládli zmysluplné a relevantné otázky o prírodných javoch, ktorými sa v škole zaoberajú. Je dôležité, aby boli zvedaví. | 32 | Žiaci ochotnejšie prijímajú poznatky od učiteľa a z učebnice ako z diskusie, argumentácie a vlastnej výskumnej aktivity. Poznatkom, ktoré poskytuje učiteľ, viac dôverujú. |
Oblasť 4: Úloha učiteľa v základnom prírodovednom vzdelávaní: príklad skúmajúcej osoby verzus zdroj korektného poznania | |||
20 | Učiteľ je pre žiaka príkladom, ako o javoch premýšľať a skúmať ich. | 31 | Učenie je efektívne, keď učiteľ povie žiakom, čo majú robiť a čo potrebujú vedieť. |
21 | Učiteľovou úlohou je korigovať poznanie žiaka poskytovaním priestoru na skúmanie a argumentovanie. | 30 | Učiteľovou úlohou je korigovať poznanie žiaka poskytovaním neprotirečivých faktov. |
22 | Úlohou učiteľa je viesť vyučovanie tak, aby bol žiak neustále nútený upravovať svoje predstavy a názory o svete na základe rôznych nových informácií. | 29 | Úlohou učiteľa je sprostredkovať žiakovi také korektné poznanie, ktoré už nebude potrebné meniť. |
23 | Chyby žiakov sú pre učiteľa dôležitým ukazovateľom toho, ako o učive žiaci uvažujú. | 28 | Chyby žiakov je potrebné identifikovať a okamžite opraviť, napríklad dôsledným výkladom, aby sa nesprávne poznatky neutvrdzovali. |
24 | Ak učiteľ zistí, že žiak vníma prírodný jav nesprávne, mal by o tom so žiakmi diskutovať, aby ich dôvodom porozumel. | 27 | Ak učiteľ zistí, že žiak vníma prírodný jav nesprávne, mal by ho na to upozorniť a poskytnúť mu správne vysvetlenie. |
25 | V určitom momente vývinu žiakovej prírodovednej predstavy učiteľ môže akceptovať jej nedokonalú podobu. | 26 | Úlohou učiteľa je žiakovi sprostredkovať a následne očakávať správnu, aj keď zjednodušenú informáciu o skúmanom jave. |
Nepárový výrok | |||
51 | Spôsob realizácie prírodovedného vzdelávania závisí od zmeny financovania školstva. |
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Kotuľáková, K. Identifying Teachers’ Beliefs Prior to CPD Training Focusing on an Inquiry-Based Approach in Science Education. Res Sci Educ 51 (Suppl 1), 183–211 (2021). https://doi.org/10.1007/s11165-019-9841-0
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DOI: https://doi.org/10.1007/s11165-019-9841-0