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dc.contributor.authorKersting, Magdalena
dc.contributor.authorKarlsen, Solveig
dc.contributor.authorØdegaard, Marianne
dc.contributor.authorOlufsen, Magne
dc.contributor.authorKjærnsli, Marit
dc.contributor.authorSuhr, Mai Lill
dc.date.accessioned2024-02-23T11:39:47Z
dc.date.available2024-02-23T11:39:47Z
dc.date.created2023-05-19T13:10:20Z
dc.date.issued2023
dc.identifier.citationInternational Journal of Science Education. 2023, 1-22.en_US
dc.identifier.issn0950-0693
dc.identifier.urihttps://hdl.handle.net/11250/3119614
dc.description© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.en_US
dc.description.abstractA large body of research has studied the role and potential ofinquiry to increase the quality of teaching in science education.While much of this existing research is based on internationallarge-scale assessment studies, we still lack a clear understandingof the factors that influence the quality of inquiry-based scienceteaching in actual classroom practices. In this paper, weoperationalise teaching quality through an observation manual,and we drew on this manual to systematically analyse video dataof instructional practices in 20 Norwegian science classrooms atthe primary and lower-secondary school level (73 observedlessons and about 450 students). We identified varying quality inthe individual inquiry phases and differences between primaryand lower-secondary schools. We observed that primary-schoolstudents collected and documented data more systematicallythan lower-secondary students and that consolidations wereslightly more emphasised and of higher quality at the lower-secondary than at the primary level. Moreover, ourfindingsindicate that inquiry-based teaching gave students more freedomto make their own choices and increased the quality of studentparticipation in the classroom. Based on ourfindings, we discusshow teachers can improve the quality of inquiry-based instructionand empower students in the classroomen_US
dc.language.isoengen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleStudying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schoolsen_US
dc.title.alternativeStudying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schoolsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.source.pagenumber1-22en_US
dc.source.journalInternational Journal of Science Educationen_US
dc.identifier.doi10.1080/09500693.2023.2213386
dc.identifier.cristin2148127
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal