Primary School Teachers’ Inquiry-Based Science Education Competencies: A Critical Review of the American Science Teaching Standards

• In Event: Inquiry in Science Teacher Education: Powerful Pedagogical Approaches and Implications for Practices

Abstract

This article evaluates the American science education standards (ASES) after fifteen years. Research questions are: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extend are the American science education standards consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted to identify elements of the competencies required by teachers of inquiry-based science at primary school level. This resulted in the identification and classification of twenty-two elements of competencies. Investigation showed similarities between the ASES and the literature review. Our research indicates that attitude elements should be added and competencies should be presented in a holistic, integrated and competence-based model.

Author

• Ester Alake-Tuenter, Wageningen University