Naturfaglig kompetence og IBSE: Model for evaluering af elevers kompetenceudvikling i undersøgelsesbaseret naturfagsundervisning

The object of this article is to generate the theoretical and methodological foundation in order for researchers and educators to be able to evaluate teaching, which is inspired by Inquiry Based Science Education. The foundation consists of the integration of the characteristics of IBSE-inspired teaching with learning outcomes in terms of science competence. The characteristics of IBSE teaching in Danish public schools are described and these criteria for good inquiry teaching contribute to one dimension in a method of evaluating the teaching-learning relationship. The concept of science competence contributes to another dimension in the model for evaluation. Thirdly the concept of quality of a science competence is introduced and integrated in the model, which can be visualized as a three dimensional evaluation model. Finally this model and its theoretical foundation is discussed for its value as a research model for qualitative evaluation of teaching and learning, and as a tool for formative evaluation in practical teaching as to its ability to analyze relations between inquiry based teaching and competence learning.
Results from subsequent research processes are expected to highlight the links between a teaching method and learning outcomes and give answers to critical questions about the goals of IBSE-inspired teaching, and also give answers about the relevance of a matrix described competence model for science teaching practice.