Chapter 56
Building Teacher Confidence in Inquiry
and Assessment: Experiences
from a Pan-European Collaboration
Odilla E. Finlayson and Eilish McLoughlin
56.1 Introduction
There is widespread concern about the outcomes of science education in schools
with too few young people selecting to study science once it is no longer com-
pulsory in their school system. Research suggests that the main factor determining
attitudes towards school science is the quality of the educational experience pro-
vided by the teacher and so clearly, any changes to science learning in the class-
room must begin with the teacher (Tucker 2011 ). In recent years, there has been
much research and interest worldwide from educators, governments and employers
on the skills and competencies needed by school leavers and graduates to succeed
in life, career and citizenship (so called Life-long Learning Skills and 21st Century
Skills). These skills extend beyond those of basic reading, writing and arithmetic to
encompass skills of critical thinking and problem-solving, effective communication,
collaboration, creativity and innovation, digital competence and learning to learn.
The key challenge for educationalists is to recognise these skills and to develop and
implement strategies to incorporate their development in science education (Barth
2009 ).
Crucial to the development of key skills and competencies in young people is
their engagement in the education process. Methodologies such as inquiry-based
science education (IBSE) have been highlighted as having the potential to increase
student engagement in science at primary and second level and provide such
development opportunities (Rocard 2007 ). IBSE is an approach to teaching and
learning science that is conducted through the process of inquiry. The term inquiry
O.E. Finlayson (&)E. McLoughlin
Dublin City University, Dublin, Ireland
e-mail: [email protected]
E. McLoughlin
e-mail: [email protected]
©Springer Nature Singapore Pte Ltd. 2017
M.A. Peters et al. (eds.),A Companion to Research in Teacher Education,
DOI 10.1007/978-981-10-4075-7_56
825