A pilot training course to take IBSE approach in Earth Science teaching in Italian secondary schools: analysis of teachers' perceptions

This study was aimed at design and evaluate an in-service teacher training model on IBSE education, applied on Earth Sciences teaching, exploring teachers' views on: (i) the training programs, (ii) the impact on their efficacy, (iii) the impact on students, according to the teachers and (iv) the perceived obstacles to the implementation of IBSE approach in class. Several studies on science education in Europe suggest the need of a change in teaching pedagogy and the use of an inductive teaching approach, the Inquiry-Based Science Education (IBSE) approach, to reverse the decrease of students' interest in science studies and, consequently, to increase the number of students enrolled in scientific faculties. According to research, the causes why primary and secondary students in Europe do not develop interest for science and mathematics are multifold but there is a clear connection between attitudes towards science and the way science is taught. IBSE develops skills and attitudes in students that are fundamental to their preparation for the world beyond the school: decision making, critical thinking, adaptability, tolerance and autonomy. There is a broad support from the literature for the view that science education based on IBSE approach is effective, at both primary and secondary levels, in increasing students' interest and attainment levels, while at the same time stimulating teachers motivation. In spite of this, in the majority of European countries, this approach is not still being implemented in a systematic way. [...]