Publication at Faculty of Science |
2018
Abstract
Inquiry-based education can increase pupils' motivation to study biology and improve their achievements. Its implementation depends on teachers' ability to solve and teach solving such tasks.
We describe skills of pre-service biology teachers: 1) setting research goals, questions, hypotheses; 2) reading and reasoning results. The answers were qualitatively analysed.
Formulating a hypothesis was shown to be more difficult than formulating a goal and a question. Correct formulation did not always lead to correct answer.
Pre-service teachers were better at reading and reasoning the results