Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during th...

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Main Author: Josette Farrugia
Format: Article
Language:English
Published: LUMA Centre Finland 2015-07-01
Series:LUMAT
Online Access:https://journals.helsinki.fi/lumat/article/view/1030
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spelling doaj-47685badb67d4c69a64adfe3c7ca14152020-11-25T02:05:19ZengLUMA Centre FinlandLUMAT2323-71122015-07-013310.31129/lumat.v3i3.1030Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and scienceJosette Farrugia0Faculty of Education University of Malta, Malta This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies. https://journals.helsinki.fi/lumat/article/view/1030
collection DOAJ
language English
format Article
sources DOAJ
author Josette Farrugia
spellingShingle Josette Farrugia
Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
LUMAT
author_facet Josette Farrugia
author_sort Josette Farrugia
title Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
title_short Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
title_full Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
title_fullStr Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
title_full_unstemmed Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
title_sort teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
publisher LUMA Centre Finland
series LUMAT
issn 2323-7112
publishDate 2015-07-01
description This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.
url https://journals.helsinki.fi/lumat/article/view/1030
work_keys_str_mv AT josettefarrugia teachersexperienceoftheintroductionofstudentcenteredpedagogiesthatpromotelifelonglearningandenthusiasmforchemistryandscience
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