INQUIRY BASED SCIENCE EDUCATION AND COLLECTING EVIDENCE ABOUT ITS IMPACT ON STUDENTS (ESTABLISH PROJECT APPROACH)
Abstract
The study deals with the use of Inquiry-based science education (IBSE) that is the core focus of the FP7 ESTABLISH project (funding from the European Community's Seventh Programme [FP7/2007-2013] under grant agreement no 244749). This study focuses mainly on collecting evidence about the impact of IBSE on students, who were one of the project target groups.
The objective of the project ESTABLISH is the wide use and dissemination of inquiry-based teaching method for science education at secondary schools across Europe by creating authentic learning environments, involving all stakeholders to drive change in the classroom. Over the course of the project, a number of ESTABLISH teaching and learning materials (IBSE) units have been developed and adapted for the use in classrooms in participating countries.
The effective implementation of IBSE requires well-educated teachers; hence, in-service teachers participated in at least 10 hours professional development training followed by the implementation of IBSE methods and materials in their classrooms. The impact of IBSE implementation on students was assessed with the help of instruments and tools adapted and developed for this purpose.
The assessment focuses on the impact on intrinsic motivation for learning science, on students' appreciation of the importance of science and technology in society and the impact on students' inclination towards taking up careers in science, in particular. The paper discusses the evaluation instruments as well as the evaluation results.