@article {899,
	title = {LATVIAN CHEMISTRY TEACHERS{\textquoteright} SKILLS TO ORGANIZE STUDENT SCIENTIFIC INQUIRY},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-98},
	abstract = {In 2005 a new chemistry subject standard for basic education was developed in Latvia. It includes a new component, {\textquoteleft}scientific inquiry{\textquoteright}. In order to develop students{\textquoteright} inquiry skills, their teachers need to master them first. The purpose of this study was to examine Latvian chemistry teachers{\textquoteright} skills to effectively organize student scientific inquiry within their lessons. From 2009 to 2011, experts from the project {\textquoteleft}Natural Sciences and Mathematics{\textquoteright} observed and analyzed the performance of 18 chemistry teachers at basic schools in 31 lessons. 56 lesson observation and analysis work sheets were analized on the student scientific inquiry. Chemistry teachers with experience in modernized chemistry contents have better skills to plan the study process towards the results, to apply study methods correctly and organize collaboration among students, to provide efficient feedback, analyze their performance in the lesson and reflect on it. In order to develop teachers{\textquoteright} skills to organize student scientific inquiry, it is important to focus on teachers{\textquoteright} skills to organize their work during the lesson and to reflect on it. This can be done through organizing teachers{\textquoteright} learning groups for investigating their professional performance, conferences and experience exchange seminars with lesson observation and analyses. },
	keywords = {chemistry teachers{\textquoteright} skills, lesson observation, scientific inquiry},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.86 },
	url = {http://oaji.net/articles/2014/457-1420362076.pdf},
	author = {Jelena Volkinsteine and Dace Namsone and Liga Cakane}
}
@article {64,
	title = {FIFTH-GRADERS{\textquoteright} PROBLEM SOLVING ABILITIES IN OPEN-ENDED INQUIRY},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {48-55},
	abstract = {The goal of this article is to discuss the actual relation between scientific inquiries used in science classrooms and problem solving processes. A model of problem solving ability levels is also introduced. The empirical aim of this study was to explore four fifth-graders{\textquoteright} problem solving abilities in related to so called open-ended scientific inquiry tasks. The data was collected in the context of three weekly 60{\textendash}70 minute sessions in a voluntary science club of 14 pupils. The goal of the sessions was to construct the concept of density with the aid of scientific experimentation. The informants were four pupils paired into two groups. The problem solving process was based on the open-ended inquiry that included five phases: orientation, planning, execution, evaluation, and communication. Both of the pairs were separately observed and video-taped during each of the sessions, and each of the pupils was individually interviewed after each session. All the interviews were based on video stimulation where the crucial parts of the problem solving sessions were reviewed step-by-step with the pupil. The analysis was based on the pupils{\textquoteright} problem solving performance: orientation and motivation towards solving the task; aims and actions during the execution; the roles of the pair and the teacher. The problem solving abilities were quite modest, but the results give detailed information on the pupils{\textquoteright} own descriptions and explanations related to the different phases of the problem solving process.},
	keywords = {primary science education, scientific inquiry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221974.pdf},
	author = {Kari Sormunen}
}
