Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

  • Josette Farrugia Faculty of Education University of Malta, Malta

Abstract

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.

Published
2015-07-30
How to Cite
Farrugia, J. (2015). Teachers’ experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science. LUMAT: International Journal on Math, Science and Technology Education, 3(3), 285-303. https://doi.org/10.31129/lumat.v3i3.1030
Section
Articles