Hodnotenie vybraných bádateľských zručností študentov učiteľstva biológie

Elena Čipková; Michael Fuchs

doi:10.14712/18047106.1884

Vol. 11 No. 2 (2020): sciED Research Reports

Evaluation of Selected Inquiry Skills of Future Biology Teachers

Elena Čipková, ¹ Michael Fuchs, ²

Katedra didaktiky prírodných vied, psychológie a pedagogiky, Prírodovedecká fakulta Univerzita Komenského v Bratislave, Ilkovičova 6, 84215 Bratislava Slovensko
Katedra didaktiky prírodných vied, psychológie a pedagogiky, Prírodovedecká fakulta Univerzita Komenského v Bratislave

DOI: https://doi.org/10.14712/18047106.1884

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How to Cite

Čipková, E., & Fuchs, M. (2021). Evaluation of Selected Inquiry Skills of Future Biology Teachers. Scientia in Educatione, 11(2), 2-13. https://doi.org/10.14712/18047106.1884

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Abstract

Scientific research is a systematic way of gaining scientific knowledge. It covers not only the use of scientific methods and procedures but also processes associated with the development of scientific knowledge such as asking questions, creative problem solving, studying of various information sources, critical thinking, scientific reasoning, sharing and defending the conclusions. The successful application of scientific research in science education requires adequate professional training of teachers. This fact increases the demands on the preservice biology teachers’ preparation in terms of supporting the development of inquiry skills. In this article, we present the results of research aimed at evaluating the current level of inquiry skills of student teachers in combination with the subject of biology at the Faculty of Natural Sciences, Comenius
University in Bratislava. The results of the research show that future biology teachers do not have sufficiently developed inquiry skills, especially skills associated with planning and conducting an experiment.

References

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[1] Akerson, V. L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(4), 295–317. Search in Google Scholar

[2] Anděl, J. (2005). Základy matematické statistiky. Praha: Matfyzpress. Search in Google Scholar

[3] Balogová, B., & Ješková, Z. (2016). Analýza bádateľských aktivít. Tvorivý učiteľ fyziky, 8(1), 14–21. Search in Google Scholar

[4] Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29. http://www.jstor.org/stable/43174976 Search in Google Scholar

[5] Burns, J. C., Okey, J.R., & Wise, K.C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177. Search in Google Scholar

[6] C¸ elik, P. (2014). Classroom strategies of Turkish EFL teachers in managing cultural diversity. In P. Romanowski (Ed.), Intercultural issues in the era of globalization (pp. 32–46). Wydawnictwo Naukowe, University of Warsaw. Search in Google Scholar

[7] Čipková, E., Balážová, Z., & Karolčík, Š. (2017a). Rozvíjanie prírodovednej gramotnosti žiakov gymnázia prostredníctvom bádateľského orientovaného vyučovania. Biologie – Chemie – Zeměpis, 26(2), 2–10. Search in Google Scholar

[8] Čipková, E., Karolčík, Š., & Žarnovičan, H. (2014). Bádateľsky orientované vyučovanie s využitím počítačom podporovaného prírodovedeného laboratória. Univerzita Komenského. Search in Google Scholar

[9] Čipková, E., & Karolčík, Š. (2018). Assessing of scientific inquiry skills achieved by future biology teachers. Chemistry – Didactics – Ecology – Metrology, 23(1–2), 71–80. https://doi.org/10.1515/cdem-2018-0004 Open DOI Search in Google Scholar

[10] Čipková, E., Karolčík, Š., Sládková, K., & Ušáková, K. (2018). What is the level of scientific literacy among geography students studying bachelor’s studies in natural sciences?. International Research in Geographical and Environmental Education, 27(4), 295–310. https://doi.org/10.1080/10382046.2017.1389044 Open DOI Search in Google Scholar

[11] Čipková, E., Karolčík, Š., & Vörösová, N. (2017b). Korekcia miskoncepcií žiakov o fotosyntéze a dýchaní rastlín prostredníctvom bádateľsky orientovaného vyučovania. Biologie – Chemie – Zeměpis, 26(3), 24–34. Search in Google Scholar

[12] Drago¸s, V., & Mih, V. (2015). Scientific literacy in school. Procedia – Social and Behavioral Sciences, 209, 167–172. Search in Google Scholar

[13] Duncan, R., Pilitsis, V., & Piegaro, M. (2010). Development of preservice teachers’ ability to critique and adapt inquiry-based instructional materials. Journal of Science Teacher Education, 21, 81–102. https://doi.org/10.1007/s10972-009-9153-8 Open DOI Search in Google Scholar

[14] Erkol, S., & Ugulu, I. (2014). Examining biology teachers candidates’ scientific process skill levels and comparing these levels in terms of various variables. Procedia – Social and Behavioral Sciences, 116(1), 4742–4747. https://doi.org/10.1016/j.sbspro.2014.01.1019 Open DOI Search in Google Scholar

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[17] Fuhrman, M. (1978). Development of a laboratory structure and task analysis inventory and an analysis of selected chemistry curricula [Unpublished master’s thesis]. University of Iowa. Search in Google Scholar

[18] García-Carmona, A., Criado, A.M., & Cruz-Guzmán, M. (2017). Primary pre-service teachers’ skills in planning a guided scientific inquiry. Science Education, 47(5), 989–1010. https://doi.org/10.1007/s11165-016-9536-8 Open DOI Search in Google Scholar

[19] Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE—Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026 Open DOI Search in Google Scholar

[20] Gunckel, K. (2011). Mediators of a preservice teacher’s use of the inquiry-application instructional model. Journal of Science Teacher Education, 22(1), 79–100. https://doi.org/10.1007/s10972-010-9223-y Open DOI Search in Google Scholar

[21] Heged˝usová, R. (2010). Návrh didaktického manuálu k učivu „Život a voda pre 1. ročník gymnázií. Prírodovedecká fakulta UK. Search in Google Scholar

[22] Hofstein, A., & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106 Open DOI Search in Google Scholar

[23] Christmann, A., & Van Aelst, S. (2006). Robust estimation of Cronbach’s alpha. Journal of Multivariate Analysis, 97(7), 1660–1674. https://doi.org/10.1016/j.jmva.2005.05.012 Open DOI Search in Google Scholar

[24] Ješková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Balogová, B., & Kireš, M. (2016). Hodnotenie bádateľských zručností žiakov gymnázia. Scientia in educatione, 7(2), 48–70. https://doi.org/10.14712/18047106.350 Open DOI Search in Google Scholar

[25] Karolčík, Š. (2012). Základy tvorby a využitia didaktických testov a interaktívnych cvičení vo vyučovaní geografie. Univerzita Komenského. Search in Google Scholar

[26] Kekule, M., Žák, V., Ješková, Z., & Kimáková, K. (2017). Gender differences when assessing the impact of inquiry-based science education. The New Educational Review, 48(2), 100–114. https://doi.org/10.15804/tner.2017.48.2.08 Open DOI Search in Google Scholar

[27] Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Search in Google Scholar

[28] Kuder, G. F., & Richardson, M.W. (1937). The theory of the estimation of test reliability. Psychometrika, 2(3), 151–160. Search in Google Scholar

[29] Ladachart, L., & Yuenyong, Ch. (2015). Scientific inquiry as a means to develop teachers’ and supervisors’ scientific literacy. Social Science Asia, 1(1), 60–73. https://doi.org/10.14456/ssa.2015.14 Open DOI Search in Google Scholar

[30] Linn, M. C., Davis, E.A., & Bell, P. (Eds.). (2004). Internet environments for science education. Lawrence Erlbaum Associates. Search in Google Scholar

[31] Melville, W., Fazio, X., Bartley, A., & Jones, D. (2017). Experience and reflection: Preservice science teachers’ capacity for teaching inquiry. Journal of Science Teacher Education, 19(5), 477-494. https://doi.org/10.1007/s10972-008-9104-9 Open DOI Search in Google Scholar

[32] Millar, R. (2004). The role of practical work in the teaching and learning of science. National Academy of Sciences, Washington, DC. Search in Google Scholar

[33] Orwat, K., Bernard, P., & Dudek, K. (2014). Inquiry based science education – bringing theory to practice. In Science and Technology Education for 21st Century. 9th IOSTE Symposium for Central and Eastern Europe (pp. 225–238). Gaudeamus. Search in Google Scholar

[34] Pecníková, K. (2018). Hodnotenie spôsobilostí vedeckej práce žiakov. PriF UK v Bratislave. Search in Google Scholar

[35] Prokša, M., Held, Ľ., Haláková, Z., Tóthová, A., Orolínová, M., Urbanová, A., & Žoldošová, K. (2008). Metodológia pedagogického výskumu a jeho aplikácia v didaktikách prírodných vied. Univerzita Komenského. Search in Google Scholar

[36] Radvanová, S., Čížková, V., & Martínková, P. (2019). Hodnocení badatelského přístupu v biologii z pohledu učitelů a žáků gymnázií. Scientia in educatione, 10(1), 51–67. https://doi.org/10.14712/18047106.1256 Open DOI Search in Google Scholar

[37] Roberts, D.A., & Bybee, R.W. (2014). Scientific literacy, science literacy, and science education. In N.G. Lederman, & S. K. Abell (Eds.), Handbook of Research on Science Education, Volume II (pp. 559–572). Routledge. Search in Google Scholar

[38] Rokos, L., & Vomáčková, V. (2017). Hodnocení efektivity badatelsky orientovaného vyučování v laboratorních pracích při výuce fyziologie člověka na základní škole a nižším stupni gymnázia. Scientia in educatione, 8(1), 32–45. https://doi.org/10.14712/18047106.365 Open DOI Search in Google Scholar

[39] Ryplová, R., & Řeháková, J. (2011). Přínos badatelsky orientovaného vyučování (BOV) pro environmentální výchovu: Případová studie implementace BOV do výuky na ZŠ. Envigogika, 6(3), 1–9. https://doi.org/10.14712/18023061.65 Open DOI Search in Google Scholar

[40] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 Open DOI Search in Google Scholar

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Evaluation of Selected Inquiry Skills of Future Biology Teachers

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