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Inquiry-based science teaching competence of primary school teachers: A Delphi study
ARTICLE

, , , , Wageningen University and Research Centre

TATE Volume 35, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking. Experts (N=33) were asked about the importance of 23 identified competencies. They confirmed the importance; proposed to add one competency and to differentiate between novice and experienced teachers. They suggested that teachers be provided with opportunities to integrate competence development regarding science knowledge, attitude and teaching skills throughout their career.

Citation

Alake-Tuenter, E., Biemans, H.J.A., Tobi, H. & Mulder, M. (2013). Inquiry-based science teaching competence of primary school teachers: A Delphi study. Teaching and Teacher Education: An International Journal of Research and Studies, 35(1), 13-24. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.04.013

Keywords