73-97

• Εργαζάκη, Μαρίντα
• Ζόγκζα, Βασιλική

This paper reports on seven case studies that were carried out in the context ofthe “Fibonacci” project and have to do with implementing inquiry-based didacticsequences of biology in kindergarten classes. The aim is to shed light on the teachingand learning practices that may be activated in a non-traditional educational settingsuch as the one of IBSE and the extent to which they actually are. The classes thattook part were run by teachers who received IBSE-training as members of the local“Fibonacci” network. These classes were observed by us with the “IBSE diagnostictool” that has been developed in the context of the project. The analysis of ourdata shows that the participating teachers were successful in activating most ofthe teaching practices that are required for building on children’s ideas, some ofthose required for supporting children’s investigations and all of those required forprompting children to communicate their ideas. On the contrary, teachers appearedto have significant difficulties in activating the teaching practices that have to dowith the crucial phase of conclusions. Finally, children showed difficulties in thephases of investigation and conclusions - particularly in learning practices such asmaking/testing predictions or interpreting results - that haven’t been adequatelyprompted by the teachers.

• Educational sciences
• Biological sciences

• Εκπαίδευση, Προσχολική

inquiry-based Science Education, biology in early childhood education, teaching practices in kindergarten, learning practices in kindergarten

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

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