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Inquiry-based science education in primary school in Spain : teachers' practices
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Inquiry-based science education in primary school in Spain : teachers' practices
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| dc.contributor.author | Montero Pau, Javier | |
| dc.contributor.author | Tuzón Marco, Paula | |
| dc.date.accessioned | 2018-10-05T13:39:21Z | |
| dc.date.available | 2018-10-05T13:39:21Z | |
| dc.date.issued | 2017 | |
| dc.identifier.citation | Montero Pau, Javier Tuzón, Paula 2017 Inquiry-based science education in primary school in Spain : teachers' practices Ensenanza de las Ciencias 2017 Special Issue 2237 2242 | |
| dc.identifier.uri | http://hdl.handle.net/10550/67723 | |
| dc.description.abstract | Teaching science by inquiry allows students to develop scientific skills, which is key during primary school, and enhances learning. In this study we present the results of a survey to 63 primary school teachers in Spain about their practices in science class and their knowledge about inquiry-based science education (IBSE). Our results show that concept-based paradigm of science is predominant. Scientific skills, besides observation, are not developed, and the concept of research is restricted to bibliographic search. Teachers believe that IBSE is feasible in the Spanish educative system, although they identify the length of the curriculum and the lack of time are the main obstacles. | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Ensenanza de las Ciencias, 2017, vol. 2017, num. Special Issue, p. 2237-2242 | |
| dc.subject | Educació primària | |
| dc.subject | Ciència Ensenyament | |
| dc.title | Inquiry-based science education in primary school in Spain : teachers' practices | |
| dc.type | journal article | es_ES |
| dc.date.updated | 2018-10-05T13:39:22Z | |
| dc.identifier.idgrec | 125808 | |
| dc.rights.accessRights | open access | es_ES |
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