Characteristics and Difficulties of Teachers Who Mentor Environmental Inquiry Projects |
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| Authors: | Email author" target="_blank">Revital??TalEmail author Sarit?Argaman |
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| Institution: | (1) The Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, 32000, Israel |
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| Abstract: | The paper describes characteristics and analyses difficulties of environmental sciences teachers in mentoring their students
in an extended inquiry project, which is a mandatory requirement of the environmental sciences matriculation in Israel. The
teachers participated in a professional development program that provided both content knowledge and support for conducting
inquiry, and enabled the teachers to guide the students in the inquiry project. Teachers who had experience in inquiry identified
more skills required for mentoring students' inquiry, and provided a non-directive guidance pattern, whereas inexperienced
teachers acknowledged less skills, and tended to present a directive-authoritative approach. Insufficient content and pedagogical
content knowledge affected the teachers who closely controlled their students' work. |
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| Keywords: | environmental sciences inquiry projects mentoring style teachers knowledge |
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