Abstract:

Inquiry Based Science Education (IBSE) is one of the applicable educational concepts that can be used to develop cognitive skills and competences necessary for young people to succeed at the labour market in the 21st century (such as critical thinking, problem solving, communication skills, self-assessment, creating of hypotheses, suggesting possible solutions, drawing conclusions or strong arguments in using scientific methods) (Ganajová & Sotáková, 2018; Kireš, Ješková, Ganajová, & Kimáková, 2016; McLoughlin, Finlayson, & van Kampen, 2012). Educating future teachers needs to be oriented on the principles of learning in the 21st century in order to fulfil these requirements.

The aim of the research was to design, implement and verify the effectiveness of a model for educating future Chemistry teachers in Inquiry Based Science Education (IBSE). According to the proposed model, the training of master degree students of Chemistry teaching was carried out in the academic years 2013 – 2017 at Faculty of Science of Pavol Jozef Šafárik University in Košice. The views and attitudes of the graduates to science teaching and understanding of the IBSE principles were examined to verify the effectiveness of this training (pretest-posttest design). The questionnaire designed in the Establish Project (European Science and Technology in Action: Building Links with Industry, Schools and Home, 2010 – 2014, http://www.establish-fp7.eu/) was used as a research tool. The research results confirmed that the pretest-posttest difference was statistically significant a pointed out on the positive as well as negative aspects (factors) which influence the training of future teachers for IBSE.

Acknowledgments:
This paper was supported by the grant VEGA No. 1/0265/17 “Formative Assessment in Natural Sciences, Mathematics and Informatics”.

References:
[1] Ganajová, M., & Sotáková, I. (2018). Ako napĺňať požiadavky pre výučbu chémie v 21. Storočí. Chemické listy, 112 (1), 43-51.
[2] Kireš, M., Ješková, Z., Ganajová, M., & Kimáková, K. (2016). Bádateľské aktivity v prírodovednom vzdelávaní. Bratislava: Štátny pedagogický ústav.
[3] McLoughlin, E., Finlayson, O. & van Kampen, P. (2012). Report on mapping the development of key skills and competencies onto skills developed in IBSE. SAILS Project. Retrieved from http://www.sails-project.eu/sites/default/files/outcomes/d2-1.pdf.

Keywords:

Chemistry-teaching student, inquiry-based teaching, IBSE educational model.