etences.
Fig.2. The self- estimation of IBSE competences (N=52)
In conclusion, the INQUIRE for Teacher Students Course Bremen was successful by linking pre-service and in-service education, linking science educators and scientists, linking school and university.
Based on its success and the satisfaction of the teacher students we decided to implement the INQUIRE for Teacher Students Course in the Master of Education program of ongoing biology teachers of the secondary level (6 Credit points; 180 hours course).
Dreyfus, H. L., & Dreyfus, S. E. (1987). Künstliche Intelligenz. Von den Grenzen der Denkmaschine und dem Wert der Intuition. Rheinbeck bei Hamburg: Rowohlt Taschenbuch Verlag.
Elster, D. (2013). INQUIRE for Students – How to promote inquiry based learning? New Perspective in Science Education, Conference Proceedings 2013, Florence, March 14th-15th 2013, Florence,Libreriauniversitaria.it Edizioni, 337-341
Linn, M. C., Davis, E. A. Bell, P. (2004). Internet Environments for Science Education. Mahwah, NJ: Lawrence Erlbaum Association.
Park, S., & Oliver, J. S. (2008). Revisting the Conecptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38 (3), 261-284
Schieffer, A., Isaacs, D. & Gyllenpalm, B. (2004). Theory and Practice: World Café: Collective Creativity is Coming. [Theorie und Praxis: World Café: Kollektive Kreativität im Kommen]. Lernende Organisation, 20, 40-47.
Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating Communities of Practice, New York: HBS Press.
Article written by: Doris Elster, Scientix Deputy Ambassador