1016
Chapter Title
Facilitating Inquiry-Based Learning during COVID-19 Pandemic: Experiences of Turkish Elementary Science Teachers
Book Title
Science Education during the COVID-19 Pandemic: Tales from the Front Lines
Chapter Author(s)
Kader Bilican, Burcu Senler, Mehmet Aydeniz
Editors
Dr. Valarie L. Akerson, Dr. Ingrid S. Carter
ISBN
978-1-952092-21-3
Pages
63-90
Highlights
- This chapter explored elementary school science teachers’ experiences with designing and facilitating online inquiry-based learning activities in Turkey during COVID-19.
- This chapter embraced an inquiry-based learning framework for distinguishing teachers’ instructional practices.
- The results of the study revealed that teachers' efforts to implement inquiry-based instruction faded away due to the managerial tasks, in addition to naive conceptual and practical views of inquiry-based teaching.
- The chapter stated that teaching science through online mediums is not only a pedagogical knowledge and skills issue, it involves teachers to develop curriculum design skills.
- Teachers have been facing unique challenges when attempting to teach science through inquiry. The sources of these challenges are diverse and include conceptual and practical concerns.
Citation
Bilican, K., Senler, B., & Aydeniz, M. (2021). Facilitating inquiry-based learning during COVID-19 pandemic: Experiences of Turkish elementary science teachers. In V. L. Akerson & I. S. Carter (Eds.), Science Education during the COVID-19 Pandemic: Tales from the Front Lines (pp. 63-90). ISTES Organization.
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