Abstract
The PATHWAY framework provides to teachers a concise methodology for designing, expressing and representing inquiry-based educational practices. This allows, first, monitoring the identified activities for teaching science by inquiry, that is, providing different scenarios which are identified as subject-domain independent “educational activities” that implement a specific inquiry educational approach; second, to properly implement existing Best Practice Educational Scenarios from international success stories; third, to establish new activities for teaching science by inquiry. All these activities follow three main categories: school-based activities, collaboration between schools and informal science centres or museums as well as collaboration even with research centres. Altogether, PATHWAY up to now has trained 10.053 teachers by using the provided best practices in real school environments and providing the portal’s materials appropriate for classroom use.
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Sotiriou, S., Gras-Velázque, A., Bogner, F.X. (2016). The PATHWAY to Inquiry-Based Teaching – European Perspective to Shift Science Classroom Realities. In: Riopel, M., Smyrnaiou, Z. (eds) New Developments in Science and Technology Education. Innovations in Science Education and Technology, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-22933-1_16
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