53-71

• Kotuláková, Katarina

An important component of inquiry-based instruction is identifying pupils’ previousexperience and knowledge about phenomena under study and reflecting on itduring the investigation. This paper focuses on teachers’ ways to identify and usethe existing ideas and previous experience of pupils concerning the subject. Wemonitored to what extent teachers take pupils’ ideas - once these are revealed - intoaccount, how they reflect on them in the initial phases of forming predictions andhypotheses and how they incorporate them into their teaching. We gathered ourdata by observing in-service teachers implementing inquiry-based science education(IBSE) in their classes. These teachers, who were also interviewed, were taking partin an IBSE-training project and were teaching at junior high level of a grade school(ISCED 2). Results of the performed qualitative analysis show teachers’ difficultiesin revealing children’s previous knowledge, uncertainty how to deal with it oncerevealed and lack of flexibility.

• Educational sciences

• Teaching
• Education, Elementary

inquiry-based science education, previous experience, previous knowledge

Περιέχει σχήματα, πίνακες και βιβλιογραφία, Ειδικό αφιέρωμα: Inquiry-Based Science Education: Theory and praxis

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