TEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING

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1 TEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING Anna Trifonova and Mario Barajas Universitat de Barcelona - Facultat de Pedagogia - DOE Abstract: Pathway project (FP7/ , grant agreement no ) focuses its efforts on Inquiry-Based Science Education (IBSE) and its wide-scale adoption in Europe. This paper reports the outcomes of the 62 Pathway Practice Reflection Workshops which were carried out during 2012 and 2013 locally in the countries providing Pathway IBSE training and teachers support activities (Austria, Belgium, Bulgaria, Finland, Germany, Greece, Ireland, Italy, Romania, Russia, Spain, Switzerland and UK). The workshops informed the consortium about the effectiveness of the training and implementation activities. They were an opportunity to reflect on the results of the training, helped to revise, when necessary, the Pathway IBSE model and adapt the training accordingly. The outcomes of the Practice Reflection Workshops reported here could be used to improve further IBSE training and provide suggestions on how to support the IBSE adoption in the future. Keywords: inquiry-based science teaching, teacher training, pathway, teaching science by inquiry INTRODUCTION Inquiry-Based Science Education (IBSE) has been in focus for researchers and early adopters for many years (NRC 1996, NRC 2000, NRC 2001, Bybee 2000, Khalick et al. 2010). It has been promoted for improving learning in sciences, but also due to its motivating power and its potential for overcoming the declining interest of student in studying sciences in higher education. Since the Rocard report (2007) its importance in Europe has increased, aiming now at a wide adoption of this methodology in most EU countries (Minner et al. 2010). The Pathway project ( faces the challenge of facilitating such wide adoption linking several strategies: a Standardized Framework for IBSE (Levy et al. 2011), a unique collection of open educational resources linked with the science curricula (Bogner et al. 2012) 1, and a community of active teachers and other stakeholders to promote inquiry (Barajas & Trifonova, 2011). The main impact of Pathway was through a large set of teacher training, such as courses, workshops and seminars. Furthermore, the Pathway consortium organised a series of Participatory Engagement Activities involving all stakeholders. This article will focus on the Practice Reflection Workshops. The workshops seek to inform the consortium about the effectiveness of the training and implementation activities. They were an opportunity to reflect on the results of the training, helping to revise, if necessary, the Pathway IBSE model and adapt the training. 1 See the Pathway Best Practices per category: 1) Inquiry Activities for Schools, 2) Connecting Schools & Science Centers, 3) Connecting Schools with Scientific Research and 4) Teachers' Professional Development

2 THE STUDY The study we report here considers the second step of a three-phase intervention on the Pathway Community of Practice The first cycle of workshops was a series of Visionary Workshops that provided direct input to the Pathway Standardized Framework and initiated discussion about the needs, limitations, and barriers for implementing IBSE. Two cycles of workshops further inform the design process: 1) Practice Reflection Workshops which were carried out during 2012 and 2013 providing input from experience and knowledge gained through the large scale implementation and 2) a series of Summative Workshops organised at the end of 2013 to evaluate and summarise all Pathway activities. Visionary Workshops Practice Reflection Workshops Summative Workshop The workshops were planned as engagement activities in order to achieve maximum impact in the target audience, namely teachers, teacher trainers, students, parents, curriculum developers, policy makers and the other stakeholders. They were also a mechanism for involve a wide range of voices in the debate over the present and the future of science education and IBSE. Pathway Community of Practice engagement activities were well incorporated into the whole pathway approach, and more concretely to the Pathway training activities, as shown in the figure below. The second cycle - Practice Reflection Workshops were carried in parallel with the training activities and informed the partnership about the effectiveness of the training and implementation activities, suggesting possible improvements. Pathway Practice Reflection Workshops were carried out during 2012 and 2013 locally in the countries providing IBSE training and teachers support activities. In total, 62 workshops with almost 1000 participants that have taken place in 13 countries (Austria, Belgium, Bulgaria, Finland, Germany, Greece, Ireland, Italy, Romania, Russia, Spain, Switzerland and UK). These Practice reflection workshops aimed to answer the following questions: Are the initial objectives of the proposed Pathway approach being met?

3 What is the impact of the training (along with other activities) on the individual teacher? On the school? On the system? What are the necessary changes in order to proceed? The workshops seek to inform the consortium about the effectiveness of the training and implementation activities. They were an opportunity to reflect on the results of the training, helping to revise, if and when necessary, the Pathway IBSE model and adapt the training accordingly. The workshops respond to the PATHWAY objective of building a group of practitioners of inquiry who will share leading practices and influence policy development, teachers with specific change management competences required to operate successfully as change agents in their schools facilitating the implementation of inquiry based methods. Thus, the general aspects we looked at were the following: - The features of PATHWAY Inquiry Learning Approach - The PATHWAY science teacher - Impact of PATHWAY on the educational system The 62 workshops were organised following common guidelines 2. Nevertheless, each consortium member was given the freedom and the flexibility to adapt the event to its local circumstances and participants. Participants in these Workshops were selected among those involved in the training activities, but in many cases also other stakeholders were included, such as representatives of museums and science centres, teacher trainers, etc. In general partners were looking at the change actors that can influence the adoption of IBSE in the educational system. OUTCOMES In overall, Pathway Practice Reflection Workshops conclude that Pathway training activities have achieved their planned goals, i.e. they have helped teachers to increase their general understanding of IBSE, to learn about the Pathway standard 7 essential IBSE features methodology and the IBSE variations, and teachers got awareness of the large collection of Pathway Best Practices. Teachers recognised the value and the possibilities opened by the IBSE methodology. They gained initial practical skill on creating own IBSE lesson plans, but most importantly, Pathway activities have increased teachers interest in implementing the method in classroom settings. Impact of the training and complementary activities on the teacher Most of the participants in Pathway training were satisfied by the received CPD. Furthermore, they were willing to implement the inquiry-based teaching technique in their school practice. This willingness and teachers confidence is stronger after longer training activities (i.e. courses in contrast of workshops or seminars). On the other hand, short training events serve to increase teacher s interest, and leave them with the willingness to learn further on how to apply the IBSE methodology, receive in-depth 2 Pathway internal deliverable D4.1: Pathway Specifications for the Organisation of Workshops

4 training about inquiry teaching and look for IBSE activities that could be applied directly in their own context. New teacher s competencies Teachers believe they have increased their knowledge about IBSE and have seen examples/best practices that could inspire them in implementing IBSE in their classrooms. Many misconceptions about IBSE were clarified through Pathway training and additional activities, although further training and practicing of the method might be needed to fully and correctly apprehend and apply it. Furthermore, teachers highly valued the discussion sessions in which they were able to share their experiences, thoughts and ideas about IBSE with other science teachers as examples from peers often give a stronger motivation than books/guidelines. Virtual Learning Environments (VLE), including simulations and virtual labs have been found effective and useful for hands-on to be achieved virtually. It has been validated by a significant number of online findings which, however, highlight a conflict with teachers opinion that a scenario where VLEs would take over from practical would not be welcome. The workshops review that it might be expected that through appropriate training, the use of VLEs would most likely increase. Still, often teachers feel certain lack of competences related to evaluation of IBSE activities in an exam-centered educational environment. Teachers need to be able to adapt the IBSE approach for different types of learners and that good facilitation skills for group discussion are required. Finally, better classroom management competencies might be needed on how to work with a classroom of 30 students in an IBSE-manner. Important fear is the one that with IBSE they will lose control over the classroom. All these issues might be tackled by further training and/or practicing IBSE. Newly identified training needs Though Pathway provides a wide spectrum of best IBSE practices, teachers require additional support materials to facilitate their classroom implementation. Teachers believe they need up-to-date materials that include subject knowledge information. Special emphasis was put on support for ethical discussions that this approach may prompt among students. More support and training is requested for IBSE assessment. Teachers mention peer teaching and assessment as a possibility that fit well the Pathway IBSE model. Impact on the schools and the educational system Support from school management for inquiry is considered as passive, due to pressure to achieve high grades, pressure from parents, students and other teachers. Some teachers report that continuous teacher training is a personal decision of the teacher and is rarely discussed with the school administration in advance. Training that are provided by recognised institutions which issue certificates and have direct impact on the teacher salary/career are highly appreciated.

5 Considering impact outside each particular school, small share of the teachers intend to discuss about IBSE with external entities, such as parents, school inspectors, etc. Workshops participants, however, see very relevant the increased use of inquiry science taking place outside the schools in science museums, science fairs, etc. They believe the link to the school activities should be further explored. Workshops participants consider important to plan training to pre-service and newly graduated teachers for boosting the wide usage of IBSE in schools and increasing the overall IBSE adoption in the future. The assessment system is still considered as the biggest barrier to inquiry at all levels. Some teachers opinion that while curricula have and are changing, the assessment system has not and must change if inquiry is to increase in schools. There are high levels of pressure on teachers for students to achieve high grades. There is insufficient time left for inquiry. RECOMMENDATIONS FOR FUTURE IBSE TRAINING In general, Pathway training activities have been valued as adequate and were highly appreciated. The Pathway framework is regarded as a useful model for supporting the progress from a more directed to a more independent individual learning. The model is effective in helping to overcome a formulaic approach to teaching science investigations (practical work). Nevertheless, some believe that exact implementation is difficult (even not realistic) in the current school setting. Few further improvements of the training could be considered: Increase the time to discuss examination pressures and how IBSE activities support content knowledge acquisition. Teachers need to discuss (between them and with experts) the implementation of concrete IBSE scenarios and reflect issues related to assessment (difficulties to match traditional formal assessment with IBSE) and exams pressure. Include suggestions and tips for how to apply the approach with different types of learners and contexts (specific teaching and learning strategies). Increase training on VLE for simulation and virtual laboratories, such as PhET. Plan for pre-service IBSE training, as in many countries is not included. Add special emphasis IBSE assessment. Possible approaches might include peer assessment, or use of rubrics that fit well the Pathway IBSE model. Support for ethical discussions that IBSE may prompt among students. ACKNOWLEDGEMENT The Pathway to Inquiry Based Science Teaching has received funding from the European Union Seventh Framework Programme (FP7/ ) under grant agreement no This publication reflects the views only of the author and the Pathway consortium, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

6 REFERENCES Barajas M., Trifonova A. (2011). Teacher Training in Science Education. Book chapter in Kathy Kikis-Papadakis, Francesca Magrefi, Renia Papanastasiou (EDS) Enhancing Innovation and Creativity in Science Teaching: STENCIL Annual Report n.1, e-book Barajas, Trifonova, Giménez (2011). The Pathway to Inquiry-Based Science Education in Europe and Beyond: Challenges and Solutions for IBSE Adoption. In Sotiriou and Szűcs (EDS.) "Never Waste a Crisis! Inclusive Excellence, Innovative Technologies and Transformed Schools as Autonomous Learning Organisations", ISBN: Bogner, F. X., Boudalis A. K. and Sotiriou, S. EDS (2012) Pathway Best Practices of Inquiry-Based Science Education Methods and Activities, ISBN: , Bogner, F. X., & Sotiriou, S. (2013). A Pathway to Inquiry-Based Teaching. In elml 2013, The Fifth International Conference on Mobile, Hybrid, and On-line Learning (pp ). Bybee, R. W. (2000). Teaching science as inquiry. In van Zee, E. H. (Ed.), Inquiring into Inquiry Learning and Teaching Science (pp ). Washington, DC:. Khalick, F., Boujaoude, S, Duschil, R, Lederman, Naaman, R, Hofstein, A, Niaz, M, Treagust, D, Tuan, H. (2004). Inquiry in Science Education: International Perspectives. Science Education, 88, Levy P., Lameras P., McKinney P., Ford N. (2011) The Features of Inquiry Learning: theory, research and practice, Pathway internal deliverable D2.1 y_learning theory_research_and_practice_eusubmitted.pdf Minner, D., Levy, A.J, Century, J. (2010). Inquiry-Based Science Instructrion - What Is It and Does it Matter: Results from a Research Synthesis Years 1984 to [Science Education]. Journal of Research in Science Teaching 47(4), National Research Council. (1996). The National Science Education Standards. Washington, D.C.: National Academy Press. National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington D.C. National Research Council. (2001). How Students Learn: History Mathematics and Science in the Classroom, Washington DC. Rocard M. et al, (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe, ISBN: