Por Rachel Mamlok-‐Naaman – Departament of Science Teaching, Weizmann Institute of Science, Israel
In science education new standards are emerging regarding the content and pedagogy of teaching and learning. The National Science Education Standards use the term inquiry in two ways: (1) inquiry as content understanding, in which students have opportunities to construct concepts, patterns, and to create meaning about an idea in order to explain what they experience, and (2) inquiry in terms of skills and abilities, e.g., identifying and posing scientifically oriented questions, forming hypotheses, designing and conducting scientific investigations, formulating and revising scientific explanations, and communicating and defending scientific arguments. In order to make the Inquiry based science education (IBSE) meaningful, scientific investigations as well as scientific argumentation should be based on a context which is meaningful to the students (context-based science education). Both IBSE and context-based science education necessitate a continuous professional development of science teachers. The professional development of science teachers attempts to enable teachers to find ways to enhance student motivation for the learning of science, both in terms of intrinsic motivation (relevance, meaningfulness, importance, as considered by the students) and extrinsic motivation (teacher encouragement, classroom environment and reinforcement of learning).
Examples of Teachers Professional Development regarding Inquiry- and Context-Based Science Education will be presented in this talk.