A Model for Understanding Science Teachers' Approaches to Inquiry Based Science Teaching and Learning
type: Distribution
access URL: https://shs.hal.science/halshs-00983828
format: HTML
issued: 2026-05-05T13:03:37.254430
modified: 2026-05-05T13:03:37.239531

A Model for Understanding Science Teachers' Approaches to Inquiry Based Science Teaching and Learning
type: Dataset
contact point: Organization
  fn: CCSD
keyword: modelisation
keyword: demarches-dinvestigation
keyword: shseduhumanities-and-social-scienceseducation
keyword: infoeu-reposemanticsbookpart
keyword: book-sections
keyword: enseignement-scientifique
keyword: science-teaching
keyword: inquiry-based-teaching
landing page: Inquiry in Science Education and Science Teacher Education
description: This chapter elaborates a model for understanding science teachers' approaches and practices with respect to Inquiry Based Science Teaching and Learning (IBST/L). This model may help teachers and other science education actors -especially teacher educators- to appreciate what IBST/L actually is, and to situate their activities within a framework encompassing the complexity of their activities. This model results from two issues arising from the 3-year S-TEAM experience. Firstly, there is a contradiction between demands for IBST/L implementation across Europe, as answered by S-TEAM, and the implications of IBST/L for teacher activities. In France, for instance, one problem is that there are many definitions of IBST/L, and we know from S-TEAM that other countries have their own interpretations.
identifier: ISBN: 978-82-519-2933-2
issued: 2026-05-05T13:03:37.252200
language: en
modified: 2026-05-05T13:03:37.252205

test_moissonnage_selune
type: Agent