Authors:
Eliza Stefanova
;
Albena Antonova
;
Dafinka Miteva
and
Nikolina Nikolova
Affiliation:
Faculty of Mathematics and Informatics, Sofia University and Bulgaria
Keyword(s):
Inquiry-based Learning, STEM, IBL Scenario, Science Career.
Related
Ontology
Subjects/Areas/Topics:
Active Learning
;
Classroom Management
;
Computer-Supported Education
;
e-Learning
;
Information Technologies Supporting Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Lifelong Learning: Continuing Professional Training & Development
;
Pattern Recognition
;
Project Based Learning and Engineering Education
;
Social Context and Learning Environments
;
Theory and Methods
Abstract:
The Inquiry-based learning (IBL) is a powerful learning approach, especially in the field of science, technology, engineering and mathematics (STEM). This paper presents the implementation of an IBL scenario for teachers’ competence development aiming to overcome students’ and their parents prejudice for scientists and scientist’s profession, and to encourage them to get interested in STEM career. In the Dinosaurs’ steps experiment students have to become researchers in a Paleontological museum, taking part in different training activities and sharing impression about the scientists’ profession. In parallel, observing actions of the students, teachers had to acquire professional competences for design of learning activities so to find a way to overcome the most popular bias and prejudices toward the career in STEM. How scenario succeed to convince future scientists to continue in Dinosaurs’ steps is presented through participants’ answers of the questions. The most valuable result of
the experiment is the IBL scenario, developed by a teacher, who transferred her experience from the experiment into her own classroom. Finally, the paper summarizes some opportunities for applying IBL in STEM teaching – joining the efforts of educational, scientific and cultural institutions and bringing together teachers, parents, scientists and experts.
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