<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Klaara Kask</style></author><author><style face="normal" font="default" size="100%">Miia Rannikmäe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ESTONIAN TEACHERS’ READINESS TO PROMOTE INQUIRY SKILLS AMONG STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">authentic teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental work</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers´ development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404214086.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Researchers in developed countries have reported that the students´ skills related to inquiry are poor and the teachers do not adequately teach inquiry skills without the involvement of special interventions. Little is known about inquiry teaching and science teachers´ attitudes in post socialist countries, for example the Baltic republics. This study aimed to explore the current situation in Estonian science classes and interpret teachers´ development toward inquiry based experimental teaching during an 8-month intervention. The results from this study showed that characteristics exhibited by teachers as a result of their development can be described in 3 categories with only one category showing a readiness to promote inquiry skills and that the changes in students’ acquisition of process skills were dependent on teachers’ development.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">5-16</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jan Schoultz</style></author><author><style face="normal" font="default" size="100%">Glenn Hultman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE TEACHING AND THE SCHOOL - WHEN CONCEPTS MEET CONTEXT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">culture of school science</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental work</style></keyword><keyword><style  face="normal" font="default" size="100%">school science project</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482420270.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With this paper we want to discuss possibilities and problems for pupils to learn science. Ex­ploratory studies have been carried in science classrooms. The science lesson exists in a context of its own but classroom interaction re­veals parallel discourses and many research studies show that pupils have great difficulties to move from an eve­ryday discourse into a science discourse and to acquire the spe­cial language of science and the special ways of seeing the world.
Learning and progress in science mean that you acquire concepts and knowledge, which have been developed during a long period of time in cultures with specific terms and rules. In this perspective learning can be regarded as the individual increasing his/her familiarity with the area of knowledge. This is a slow and de­manding process for the learner. But in a science classroom with 30 pupils and one teacher this is rather problematic. The teacher has not time to help every student to go further into the science “arena”. For many pupils the experimental work ends up with the fact that the pupils learn the method and how to handle the material but get no opportunity learn more science.
In conclusion we must say that the result of the work in the science classroom depends on the combina­tion of pupils, teachers and materials. The pupil, the teacher and the material are not components, which can be described separately. They are variables, which affect each other and at the same time form a whole, which is affected by the surrounding milieu.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">22-33</style></section></record></records></xml>