University of Sofia "St. Kliment Ohridski", Faculty of Mathematics and Informatics (BULGARIA)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 1098-1106
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.0348
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
The paper presents an example of implementation an inquiry-based learning (QBL) and teaching reflective practice or professional competence development of teachers in science, technology, engineering and mathematics (STEM). The educational scenario “Open air lessons – myth or not…” follows the template, developed under the Enhancing Learning in Teaching via e-inquiries teaching and learning (Erasmus+) project, for STEM teachers professional competence development. The teachers’ educational methodology steps on the Working Environment with Social and Personal Open Tools (weSPOT) project IBL model.

The teachers training aims to achieve two goals. At one hand, as a direct goal, the teachers to develop their skills for design, logistics and delivery of open air holistic lesson, applying different innovative methods and tools for assessment learners’ achievements and for evaluation of setting and process of this educational process. At other hand, in parallel they are developed the teachers’ researchers’ competences, communication and problem solving skills, and their critical thinking.

The article represents the educational scenario and its pilot implementation as a meta-course for STEM teachers and teachers’ educators. The pilot implementation takes place on open air at „Cedar“cottage campus (the name of the campus relates to the task assigned to participants). The trainees are engaged in innovative educational practices – games, puzzle solving, solving problems, creative assignment, field study, literature research, and team work. The research approaches, used by participants are describes, as well as the results of their application. Analysis of the value of team work and reflective practice is provided.

It is presented the trainees’ feedback and their ideas for transferability the experience, gained during the meta-course, to their own classrooms.
Inquiry-based learning, teachers’ professional competences development, STEM teachers’ training.