Teachers as Educational Innovators in Inquiry-Based Science Teaching and Learning

Anni Loukomies, Kalle Juuti, Jari Lavonen

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

3 Citations (Scopus)


This chapter describes inquiry-based science teaching and learning (IBST/L) pilots designed by teachers during a professional development programme. There is research-based evidence that IBSL/T may promote students’ learning and their motivation to learn science, and therefore it is beneficial to familiarise the teachers with this approach. Building on teachers’ existing expertise in designing their teaching, the programme introduced theoretical aspects of the IBST/L approach and its research-based benefits for students’ motivation, interest and science learning. The course aimed to support teachers as educational innovators in the process of designing and testing IBST/L pilots, during which they collaboratively reflected on and revised their existing practices. The data of this piece of research consists of the teachers’ poster presentations of their IBST/L pilots and a video recording of the reflection session. The content analysis revealed that the pilots’ structure seemed traditional but encompassed some IBST/L features. It is concluded that teacher educators need to understand teachers’ views of IBST/L in order to more effectively support planning and reflection.

Original languageEnglish
Title of host publicationContributions from Science Education Research
PublisherSpringer Science and Business Media B.V.
Number of pages17
Publication statusPublished - 2018

Publication series

NameContributions from Science Education Research
ISSN (Print)2213-3623
ISSN (Electronic)2213-3631


  • Educational innovation
  • Inquiry-based science teaching and learning (IBST/L)
  • Professional development
  • Reflection
  • Student motivation

ASJC Scopus subject areas

  • Education


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