Sammendrag
Reports from European expert groups have identified the necessity of a renewed pedagogy in
schools to overcome deficits in science and mathematics teaching. Engaging students in inquirybased
learning (IBL) is seen as a solution. This paper describes a case study performed within the
framework of PRIMAS, a project aimed at a large-scale implementation of IBL. Our case is a
teacher that participated in an in-service professional development (PD) course. After 10 months of
PD, our case teacher started to use more open tasks, he became more aware of the use of
discussion, to play on student statements and he became familiar with formative assessment of
students' efforts in IBL, as shown through our classroom observation and interviews.
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