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dc.contributor.authorKersting, Magdalena
dc.contributor.authorKarlsen, Solveig
dc.contributor.authorØdegaard, Marianne
dc.contributor.authorOlufsen, Magne
dc.contributor.authorKjærnsli, Marit
dc.contributor.authorSuhr, Mai Lill
dc.date.accessioned2023-08-18T12:18:45Z
dc.date.available2023-08-18T12:18:45Z
dc.date.issued2023-05-18
dc.description.abstractA large body of research has studied the role and potential ofinquiry to increase the quality of teaching in science education.While much of this existing research is based on internationallarge-scale assessment studies, we still lack a clear understandingof the factors that influence the quality of inquiry-based scienceteaching in actual classroom practices. In this paper, weoperationalise teaching quality through an observation manual,and we drew on this manual to systematically analyse video dataof instructional practices in 20 Norwegian science classrooms atthe primary and lower-secondary school level (73 observedlessons and about 450 students). We identified varying quality inthe individual inquiry phases and differences between primaryand lower-secondary schools. We observed that primary-schoolstudents collected and documented data more systematicallythan lower-secondary students and that consolidations wereslightly more emphasised and of higher quality at the lower-secondary than at the primary level. Moreover, ourfindingsindicate that inquiry-based teaching gave students more freedomto make their own choices and increased the quality of studentparticipation in the classroom. Based on ourfindings, we discusshow teachers can improve the quality of inquiry-based instructionand empower students in the classroomen_US
dc.identifier.citationKersting, Karlsen, Ødegaard, Olufsen, Kjærnsli, Suhr. Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education. 2023:1-22en_US
dc.identifier.cristinIDFRIDAID 2148127
dc.identifier.doi10.1080/09500693.2023.2213386
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.urihttps://hdl.handle.net/10037/30093
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalInternational Journal of Science Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)en_US
dc.titleStudying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schoolsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)