The study focuses on the implementation of inquiry-based science education (IBSE) within the 7FP ESTABLISH project and its impact on pupils. The project included the creation of education units and realization of courses for teachers with the goal of educating teachers on IBSE. This was then followed by the implementation of IBSE education units into the teaching schedule of teachers who completed the respective courses. The impact of IBSE on pupils was evaluated using adopted and adjusted evaluation tools. The evaluation focused on the impacts on pupils’ intrinsic motivation for learning natural sciences, understanding the importance of natural sciences for society and pupils’ epis- temological beliefs. The study discusses the results obtained in Slovakia and focuses especially on gender differences.
- Black, P. et al. (2006). Learning how to learn. Research Papers in Education, 2. pp. 119-132
- Champagne, A., Kouba, V., Hurley, M. (2000). Assessing Inquiry In Minstrell, J., & van
- Zee, E.H. Inquiring into Inquiry Learning and Teaching in Science. New York: American Association for the Advancement of Science.
- Elby, A. et al. (2011, December 5) Epistemological Beliefs for Physical Science-EBAPS. Available from http://www2.physics.umd.edu/~elby/EBAPS/EBAPS_items.htm ESTABLISH project (2013, August 2). Available from http://www.establish-fp7.eu
- Gago, J.M. (2004). Europe needs more scientists. Report by the High Level Group on Increas- ing Human Resources for S&T in Europe. Brussels, Belgium: European Commission. IMI-Intrinsic Motivation Inventory (2013, August 2) Available from http://www.selfdeterminationtheory.org/questionnaires/10-questionnaires/50
- Jenkins, E., W. (2006). The Student Voice and School Science Education, Studies in Science Education, 42, pp. 49-89
- Kekule, M., Žák, V., Ješková, Z., Kimáková, K., Ganajová, M., Kireš, M. Inquiry-based science education and collecting evidence about its impact on students (Establish project approach), Proceedings of the 10th conference of the ESERA, 2-7 September 2013, Nicosia, Cyprus, In press.
- Lavnen, J., Byman, R., Juuti, K., Meisalo, V., Uitto, A. (2006, June 5). Pupil Interest in Physics: A Survey in Finland. Available from http://www.naturfagsenteret.no/tidsskrift/Nordina_205_Lavonen.pdf ROSE project-The Relevance of Science Education. (2015, January 12) Available from http://roseproject.no./
- Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, pg. 68-78. Available from http://www.selfdeterminationtheory.org/questionnaires/10-question-naires/50
- Sjøberg, S., Schreiner, C. (2006). How do students perceive science and technology?, Science in School, 1, pp. 66-69
- Taylor, P.C., Fraser B.J., & White, L.R. (1994). CLES: An instrument for monitoring the devel- opment of constructivist learning environments. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.