scholarly journals Working with Mathematics and Science Teachers on IBL Approaches: Teacher Concerns [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Svein Arne Sikko ◽  
Ragnhild Lyngved ◽  
Birgit Pepin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Beliefs ◽  
Science Teachers ◽  
Natural Sciences ◽  
Instructional Leaders ◽  
Teacher Concerns ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

This paper reports on mathematics and science teachers’ beliefs concerning the use of inquiry-based teaching strategies. Two different surveys were conducted: one with 24 teachers who were to become future instructional leaders; and one with 75 teachers as part of an international baseline study. We found that teachers in Norway would like to use more IBL strategies in their day-to-day teaching. They were also asking for more, and more relevant, continuous professional development courses. Textbooks were not seen as a main hindrance to the use of IBL, but these would need to include more IBL approaches. Even if the curriculum, particularly in the natural sciences, did not represent an important hindrance, in their view, it would need to advocate IBL more explicitly. The results provide deeper insights into teacher beliefs related to IBL, in particular the constraints that prevent them from working in such a manner, and into potential ‘openings’ for using IBL to enhance pupil engagement and deeper learning. Methodologically, the study uses a quantitative approach to investigate teacher beliefs related to IBL that adds to the literature in the field.

scholarly journals Common features of professional development activities for mathematics and science teachers

2011 ◽  
Vol 37 (4) ◽  
pp. 571-589 ◽  
Author(s):  
Patricia S. Moyer‐Packenham ◽  
Johnna J. Bolyard ◽  
Hana Oh ◽  
Nancy Irby Cerar
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Common Features ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

scholarly journals Mathematics and science teachers’ beliefs about innovations in teaching: A qualitative study

2017 ◽  
Vol 49 (1) ◽  
pp. 31-54
Author(s):  
Vladimir Dzinovic
Keyword(s):  
Teacher Training ◽  
Qualitative Study ◽  
Primary School ◽  
Science Teachers ◽  
Inservice Training ◽  
Grading System ◽  
Teaching Activities ◽  
Teachers Beliefs ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

The paper explores the ways in which mathematics and science teachers in one primary school perceive innovations in teaching that they implemented during inservice training. We started from the recent findings pointing to the prevailing perceptions of obstacles and an anxious and antagonistic attitude of teachers towards innovations. Hence, the aim of our research was to see whether we would obtain similar findings with the teachers who attended a training course for implementing innovations within the Trefoil project. Research participants were seven teachers. We analysed their conversations, which took place during the meetings of the expert council, about the experiences with implementing innovations. The results have shown that the teachers had the perception that innovations ensured higher quality knowledge and additionally motivated students. Still, the predominant narratives were those about the obstacles referring to the lack of time, difficulties in developing teaching activities and grading system, restrictions in the curriculum, as well as the lack of readiness and cooperation on the part of students and parents. A novelty compared to the previous studies was that we cannot speak about typical reactions. Instead, teachers? attitude towards innovations changed depending on whether the experiences were positive or they encountered problems in their implementation. The recommendations for the practice of in-service teacher training and further research are provided in the final part.

scholarly journals Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Ahmad Fauzan ◽  
Fridgo Tasman
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
High School Mathematics ◽  
Junior High School Teachers ◽  
West Sumatra ◽  
Mathematics And Science Teachers ◽  
Test Result ◽  
Mathematics And Science

PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.

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