Implementing assessment of inquiry skills in science education: Perspectives from Denmark

Morten Rask Petersen

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Abstract

During the recent years there has been a change in teaching going from teaching content knowledge towards teaching skills and competencies. IBSE seems to be a powerful tool in that process. This paper describes how teachers from lower and upper secondary school approach an assessment of skills and competencies acquired through IBSE. The case study describes how 2 teachers (2LS, 2US) used lessons on UV-radiation (LS) and natural selection (US) as structures for assessing skills and competencies and how they in these lessons made use of different scaffolding strategies. We followed the teaching while doing video recordings. Afterwards we conducted follow-up interviews with the teachers. This material was analysed through qualitative content analysis. Teachers at both levels find it important, difficult, but useful to use assessment structures. But they also find that the largest hindrance for implementation is not from the curriculum but from a content-knowledge focussed identity among science teachers. This area of teacher’s culture could be a fruitful approach for further research.
Original languageEnglish
Title of host publicationScience Education Research: Engaging learners for a sustainable future
EditorsJari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl
Number of pages3
Volume4
Publication date2. Sep 2015
ISBN (Electronic)978-951-51-1541-6
Publication statusPublished - 2. Sep 2015
Event11th Conference of the European Science Education Research Association - Helsinki, Finland
Duration: 31. Aug 20154. Sep 2015

Conference

Conference11th Conference of the European Science Education Research Association
Country/TerritoryFinland
CityHelsinki
Period31/08/201504/09/2015

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