The Impact of Inquiry-Based Science Teaching in Secondary Schools
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 15 March 2025 | Viewed by 167
Special Issue Editors
Interests: study of teaching practices in primary and secondary science teaching; inquiry-based science teaching and learning (IBST/IBSL); professional development for teachers; development of student autonomy in the learning of physics in secondary schools
Interests: studies in biology education; IBST/L; sustainability; environment; climate change and health education in several contexts; outdoor education; responsible citizen science with science researchers
Special Issue Information
Dear Colleagues,
For many years, various institutional texts have discussed the role of inquiry-based science teaching (IBST) in renewing science teaching practices. A number of curricula have adopted this teaching approach in more or less similar forms, but there is no real consensus on IBST definition.
IBST is the subject of a great deal of research. However, the merits of this type of teaching approach are hardly debated, with some publications arguing that IBST is superior to more direct, explicit teaching in terms of learning, or that they should be combined. But what kind of learning are we really talking about? If we consider that the stakes of science learning are centered on a better understanding of science by the learner and the training of scientists, three aspects need to be developed: learning science, learning about science and learning to do science. IBST seems to be a good candidate for implementing these principles.
This Special Issue of Education Sciences aims to reflect current work investigating the impact of IBST on secondary school students' learning of science in and out of the classroom. Potential topics include the following: pedagogical interventions; analyses of teacher and student practices, taking into account student diversity, including linguistic diversity or special education; outdoor education; the development of student autonomy; student argumentation and creativity; student cooperation; student motivation for science; and relationships between student learning and teacher guidance and/or task type. Any other topics within the scope of this Special Issue are also welcome and will be given full consideration.
Prof. Dr. Jean Marie Boilevin
Prof. Dr. Patricia Marzin-Janvier
Guest Editors
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Keywords
- biology education
- chemistry education
- physics education
- sustainability education
- inquiry-based science teaching
- learning
- impacts
- evaluation
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