Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study

Cristina García-Ruiz; Teresa Lupión-Cobos; Ángel Blanco-López

doi:10.29333/ejmste/12578

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Cristina García-Ruiz ¹ ^* , Teresa Lupión-Cobos ¹ , Ángel Blanco-López ¹

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¹ Department of Science Education, University of Málaga, Málaga, SPAIN^* Corresponding Author

Abstract

The purpose of this research is to evaluate the impact of a one-semester training program on the teaching profile of five pre-service secondary science teachers, following a case study that allows us to focus closely on their perceptions related to inquiry-based science education (IBSE). Through a mixed-methods analysis of a variety of qualitative and quantitative research instruments, we aim to identify the changes in the pre-service teachers’ IBSE educational achievements in terms of their capability to effectively design inquiry activities, as well as in the perceptions affecting their teaching practice concerning emotions and self-efficacy. After a general overview of the results, we provide a specific vision for each participant, and present the conclusions regarding the acceptable level developed in both inquiry learning and teaching. Finally, we analyze the possible links between all the factors considered (perceptions, emotions, and design performance) and put forward several suggestions for professional development programs.

Keywords

inquiry-based science education
pre-service teacher training
case study research

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 12, Article No: em2186

https://doi.org/10.29333/ejmste/12578

Publication date: 26 Oct 2022

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Article Downloads: 1525

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How to cite this article

APA

García-Ruiz, C., Lupión-Cobos, T., & Blanco-López, Á. (2022). Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2186. https://doi.org/10.29333/ejmste/12578

Vancouver

García-Ruiz C, Lupión-Cobos T, Blanco-López Á. Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study. EURASIA J Math Sci Tech Ed. 2022;18(12):em2186. https://doi.org/10.29333/ejmste/12578

AMA

García-Ruiz C, Lupión-Cobos T, Blanco-López Á. Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study. EURASIA J Math Sci Tech Ed. 2022;18(12), em2186. https://doi.org/10.29333/ejmste/12578

Chicago

García-Ruiz, Cristina, Teresa Lupión-Cobos, and Ángel Blanco-López. "Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 12 (2022): em2186. https://doi.org/10.29333/ejmste/12578

Harvard

García-Ruiz, C., Lupión-Cobos, T., and Blanco-López, Á. (2022). Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), em2186. https://doi.org/10.29333/ejmste/12578

MLA

García-Ruiz, Cristina et al. "Effects of an inquiry-based science education training program on pre-service teachers. A mixed-methods case study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 12, 2022, em2186. https://doi.org/10.29333/ejmste/12578