Scaffolding Science Teachers in Open-Inquiry Teaching
Abstract: The present study deals with a school-based professional development trajectory (PDT) for secondary science teachers, aiming at scaffolding teachers in open-inquiry teaching for the topic of water quality. Its design was based on the leading principle of ‘guiding by scaffolding’. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions and observations. The results indicated that the PDT has promoted teachers’ learning of scaffolding students in open-inquiry, especially the ability to know when and how to give students a well-balanced combination of ’structure’ for open-inquiry learning and sufficient ‘space’ for that. The implications for science teacher education are discussed
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Notes
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Postprint
begutachtet (peer reviewed)
In: International Journal of Science Education ; 31 (2009) 6 ; 829-850
- Classification
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Erziehung, Schul- und Bildungswesen
- Event
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Veröffentlichung
- (where)
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Mannheim
- (when)
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2009
- Creator
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Valk, Ton van der
Jong, Onno de
- DOI
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10.1080/09500690802287155
- URN
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urn:nbn:de:0168-ssoar-134445
- Rights
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Open Access unbekannt; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
14.08.2025, 10:57 AM CEST
Data provider
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Associated
- Valk, Ton van der
- Jong, Onno de
Time of origin
- 2009
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Scaffolding Science Teachers in Open-Inquiry Teaching
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Teaching as inquiry : a case of prospective science teachers
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Mathematics teachers’ beliefs about their roles in teaching mathematics: orchestrating scaffolding in cooperative learning
Teaching and learning science as inquiry: an outlook of teachers in science education
Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning
Pre-Service Science Teachers’ Intention to use Generative Artificial Intelligence in Inquiry-Based Teaching
Scaffolding Science Teachers in Open-Inquiry Teaching
Teachers' language on scientific inquiry: methods of teaching or methods of inquiry?
Teachers' language on scientific inquiry: methods of teaching or methods of inquiry?
Teaching as inquiry : a case of prospective science teachers
How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills
Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building
Mathematics teachers’ beliefs about their roles in teaching mathematics: orchestrating scaffolding in cooperative learning
Teaching and learning science as inquiry: an outlook of teachers in science education
Teachers’ adoption of an open and interactive e-book for teaching K-12 students Artificial Intelligence: a mixed methods inquiry
Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom
Teachers’ Scaffolding Behavior and Visual Perception During Cooperative Learning