Speaker
Description
Inquiry-Based Learning (IBL) presents significant challenges for educators due to limited experience and inadequate training. This study evaluates a 20-hour professional development program aimed at equipping Primary School teachers with IBL competencies, utilising the Go-Lab platform’s tools and methodology. Through data collected in pre-, mid- and post-training assessments, we claim that the program significantly improved teachers’ pedagogical knowledge, scenario design skills, and practical application of IBL. Despite the study’s limitations, the results highlight the effectiveness of the program in bridging gaps in IBL training, especially concerning Primary School teachers. Additionally, this study will be the basis for informed modifications in future iterations to enhance active participation and teacher engagement.
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Other |
| Research focus | Innovative instructional strategies and pathways |
| Research method | Mixed method (qualitative & quantitative) |
| Organizing preference criteria | Education level |
