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National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K‐12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press; 2012

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Article

Student and Teacher Perceptions of Inquiry Based Science Education in Secondary Education in Greece

1Department of Chemistry, University of Crete, Vasilika Voutes, Iraklion, Greece


American Journal of Educational Research. 2015, Vol. 3 No. 8, 968-976
DOI: 10.12691/education-3-8-4
Copyright © 2015 Science and Education Publishing

Cite this paper:
Kallia Katsampoxaki-Hodgetts, Maria Fouskaki, Katy Siakavara, Roumpini Moschochoritou, Nikos Chaniotakis. Student and Teacher Perceptions of Inquiry Based Science Education in Secondary Education in Greece. American Journal of Educational Research. 2015; 3(8):968-976. doi: 10.12691/education-3-8-4.

Correspondence to: Kallia  Katsampoxaki-Hodgetts, Department of Chemistry, University of Crete, Vasilika Voutes, Iraklion, Greece. Email: kalliahodgetts@gmail.com

Abstract

National Science education reform initiatives stress the need for steering away from the traditional teacher-centered mode of instruction. This study is part of a three-year project ‘Chain Reaction’, funded by the European Commission, investigating the approaches of a sustainable Inquiry Based Science Education (IBSE) framework across twelve partner countries. The purpose of this paper is to provide information on how this innovative project was integrated in five Greek Secondary Schools, and to explore the perceptions of all stakeholders: management, teacher educators, teachers and students. Five schools, ten teachers, and one hundred and fifty students aged 14-16 took part in this study. Quantitative and qualitative methods were employed to identify all stakeholders’ views. Based on this analysis, it is suggested that as long as this project is tailored to each partner's individual cultural and curricular needs, all stakeholders had a positive experience, which constitutes IBSE as an optimal learning mode with positive contribution to the educational process.

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