Inquiry-based science education in primary school in Spain: teachers’ practices

Montero-Pau , Javier ^[1] ; Tuzón , Paula ^[1]
1. [1] Universitat de València
  
  Universitat de València
  
  Valencia, España
Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Nº Extra 0, 2017 (Ejemplar dedicado a: X Congreso Internacional sobre Investigación en Didácticas de las Ciencias (Sevilla, 5-8 de septiembre de 2017)), págs. 2237-2242
Idioma: inglés
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Resumen
- Teaching science by inquiry allows students to develop scientific skills, which is key during primary school, and enhances learning. In this study we present the results of a survey to 63 primary school teachers in Spain about their practices in science class and their knowledge about inquiry-based science education (IBSE). Our results show that concept-based paradigm of science is predominant. Scientific skills, besides observation, are not developed, and the concept of research is restricted to bibliographic search. Teachers believe that IBSE is feasible in the Spanish educative system, although they identify the length of the curriculum and the lack of time are the main obstacles.