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Inquiry-based science teaching competence of primary school teachers: A Delphi study |
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| Affiliation: | 1. University of Rochester, Rochester, NY, USA;2. City of Hope, Duarte, CA, USA;1. Hospital General Universitario de Valencia, Avenida Tres Cruces, 2, 46014, Valencia, Spain;2. Consorcio Hospital Provincial de Castellón, Avenida del Dr. Clarà, 19, 12002 Castellón, Spain;3. Hospital Universitario de Torrejón, Calle Mateo Inurria, s/n, 28850 Torrejón de Ardoz, Madrid, Spain;4. Complejo Hospitalario Universitario Nuestra Señora de Candelaria, Ctra. Gral. del Rosario, 145, 38010 Santa Cruz de Tenerife, Spain;5. Hospital Puerta del Mar, Av. Ana de Viya, 21, 11009 Cádiz, Spain;6. Hospital Duran i Reynals, Institut Català d’ Oncología (ICO), Avinguda de la Gran via, 199, 08908 L''Hospitalet de Llobregat, Barcelona, Spain;7. Kyowa Kirin Farmacéutica, S.L.U, Edificio Triada, Av. de Burgos, 17, 28036, Madrid, Spain |
| Abstract: | Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking. Experts (N = 33) were asked about the importance of 23 identified competencies. They confirmed the importance; proposed to add one competency and to differentiate between novice and experienced teachers. They suggested that teachers be provided with opportunities to integrate competence development regarding science knowledge, attitude and teaching skills throughout their career. |
| Keywords: | Competence Primary education Pedagogical content knowledge Subject matter knowledge Attitude Science education |
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