Hva stimulerer utforskende undervisning i naturfag? Et studium av rollen for læreboken i noen norske ungdomsskoler.
What Stimulates Inquiry-Based Teaching in Science? A study of the role of the textbook in some secondary schools in Norway.
DOI:
https://doi.org/10.5617/nordina.9350Sammendrag
Inquiry-based science education is highly emphasized in recent curricula. Our paper aims to find out more about the connections between science teachers' orientation toward the textbook and the enabling of inquiry-based teaching. It will be important to map this connection better in improving how to facilitate inquiry-based education. The textbook has a strong position in the Norwegian school system, and teaching based on the textbook is often seen as oppositional to inquiry-based teaching. On a national level, more research about the use of textbooks and its implications for science teaching is needed. A survey has been conducted among science teachers at 68 lower secondary schools in three (recently merged into two) counties in Norway. The survey data is used to measure the textbook’s importance for science teachers, and the extent to which the textbook contributes to inquiry in science teaching. Results show that the textbook has a central role for science teachers. The textbook is partly perceived as supportive for facilitating inquiry activities, especially for textbook-oriented teachers. At the same time, the study shows that those teachers who frequently facilitate inquiry are not closely tied to the textbook.
Nedlastinger
Publisert
Utgave
Seksjon
Lisens
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).