This report documents indicators and instruments in the context of inquiry-based science education (IBSE). It is embedded in a project that aims at disseminating inquiry-based science teaching on a large scale across Europe. Recent research about IBSE is rather specific to individual research questions and focuses on single aspects of IBSE. Furthermore, the instruments and indicators underlying the different studies are predominately not systematically covered. In this report single indicators and instruments in the context of science education are brought together. Thereby a coherent database and a link to different research results are presented. The indicators and instruments in this report originate from a systematic literature review about IBSE from 2005-2009. To receive a comprehensive picture about research on IBSE the scope of this review contains instructional aspects (1), implementation areas of politics/stakeholders (2) and teacher education and teacher professional development (3). This report contributes to supplying a systematic overview about instruments and indicators in the field of IBSE. It addresses researchers, politicians and stakeholders, teacher educators and teachers who are interested in methods of research and dissemination in the context of science education and IBSE.80% 9. 90 + % One answer possible Survey of Instructional Practices for Science: Item 8 Reference Item wording Items Item ... CLASS DESCRIPTION: During a typical week, approximately how many hours will the target class spend in science instruction? ... CLASS DESCRIPTION: What is the average length of each class period for the target science class? ... Practices for Science: Item 10 Reference Item wording Items Item categories Blank, R.K., Porter, A.C., aamp; Smithson, J.L. (2001).
|Title||:||Indicators and Instruments in the Context of Inquiry-Based Science Education|
|Author||:||Jana Heinz, Katrin Lipowski, Alexander Gröschner|
|Publisher||:||Waxmann Verlag - 2012|