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Why Inquiry? Primary Teachers’ Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students’ Science Learning
Karlstad University, Karlstad, Sweden.
Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.ORCID-id: 0000-0001-5283-7038
Department of Health Sciences, Karlstad University, Karlstad, Sweden.
2017 (Engelska)Ingår i: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, nr 5, s. 1055-1074Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers’ knowledge about of students’ understanding and intended learning outcomes. Content representations created by the teachers and students’ experiences of the enacted teaching served as foundations for the teachers’ reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students’ experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers’ intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers’ choice of instructional strategies and their knowledge about students’ understanding, with the exception that the teacher who also added drama wanted to support her students’ understanding of the states of water. © 2016 Springer Science+Business Media Dordrecht

Ort, förlag, år, upplaga, sidor
Dordrecht: Springer Netherlands, 2017. Vol. 47, nr 5, s. 1055-1074
Nyckelord [en]
Knowledge about students’ understanding, Pedagogical content knowledge, Primary teachers, Purposes of choices of instructional strategies
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Didaktik
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URN: urn:nbn:se:hh:diva-32223DOI: 10.1007/s11165-016-9540-zISI: 000408707400006Scopus ID: 2-s2.0-84991089183OAI: oai:DiVA.org:hh-32223DiVA, id: diva2:1038810
Tillgänglig från: 2016-10-19 Skapad: 2016-10-19 Senast uppdaterad: 2017-11-29Bibliografiskt granskad

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