Inquiry Building Evaluation Capacity in Science Education to promote inclusive sustainable development education

 

Vincenza Rocco

 

 

This research project focuses its attention on the evaluation of the Inquiry Based Science Education (IBSE) teaching method promoted on a European level as procedures for the renewal of science teaching (Rapporto Rocard, 2007). Different studies have demonstrated its efficacy in improving both teachers’ motivation and students’ interest and achievement and in increasing participation for all students in science and sustainable education(Duschl, Grandy, 2008; Minner, Levy, Century, 2010). Despite the spread of IBSE projects, an adequate development of solid evaluation practices is lacking. Practitioners are often uncomfortable with the evaluation task, usually spending little time on it and using poor tools to evaluate IBSE activities (Coyle, 2005).

To investigate this issue, this research has analysed the European INQUIRE project (Inquire Based Teacher Training for Sustainable Future), adopting the theory of Evaluation Capacity Building (ECB, Preskill, Boyle, 2008) INQUIRE aims to reinvigorate IBSE in schools  and botanic gardens, promoting training for teachers and educators on the topics of biodiversity loss and climate change and is targeted at the 9-14 age group. ECB is a process which intends to develop evaluation capabilities in order to conduct rigorous evaluation. This research makes use of a mixed-methods approach in systematically analysing how the evaluations were used within courses held in Italy over two years (2011-2013). The study found that the INQUIRE project has helped practitioners to improve their ability to conduct effective evaluations in school. However, it also raises two points of criticism, i.e. that the evaluation IBSE practices tend to focus on cognitive (rather than collaborative) teaching elements and on summative rather than formative evaluation methods. Four key points are suggested as crucial steps to overcome these weaknesses and improve evaluation practices in inclusive sustainable development education: promoting dynamic assessment processes, ensuring clearness and flexibility, valuing tacit knowledge, and fostering collaboration.