ABSTRACT

Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers’ reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments.

摘要

许多研究强调基于查询的学习方法对学生积极学习成果的贡献；但是，在这项研究中，我们探索了科学方法的分配在教师教育中如何可以作为一种以职业为导向，基于探究的学习方法。本文介绍了对学生教师的报告的分析，这些报告涉及他们在第五所学校就读期间完成的科学方法作业。每个学生老师都被要求与一群学生进行焦点小组访谈。作业的总体目标是将基于探究的学习与面向职业的方法相结合。我们的分析表明，科学方法的作业在某些方面可以称为面向专业的，基于探究的学习作业。然而，作业的几个方面需要改进和进一步发展，以优化其潜力。本文最后提出了一些进一步发展的建议。