Benefits of a Small Research Study for the Teacher Education at a University of Applied Sciences: A Case Study

Lieveke Hellemans, Stefan Haesen


At a university of applied sciences, the obstacles to doing research are time, support, and the lack of a research tradition. It is therefore important to obtain as much as possible from the research studies that can be implemented. This article describes the benefits that could be obtained from a small study called Inclu-S-ed. In this study, the effect of an inquiry-based learning (IBL) science course on the knowledge and motivation of 11–12-year-old pupils in a culturally diverse primary classroom was investigated. Although the results of this study were rather limited, several benefits for teacher education could be obtained at various levels: (1) the IBL science course developed in the study is now used as a professional development course for in- -service primary teachers and is embedded into the curriculum of pre-service primary teacher education, (2) Inclu-S-ed was the basis for two new research studies, and (3) participating in Inclu-S-ed represented professional development for the lecturers involved.

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research-teaching nexus; science education; teacher education

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Časopis Ústavu pedagogických věd FF MU.

Výkonná redakce: Klára Šeďová, Roman Švaříček, Zuzana Šalamounová, Martin Sedláček, Karla Brücknerová, Petr Hlaďo.

Redakční rada: Milan Pol (předseda redakční rady), Gunnar Berg, Inka Bormann, Michael Bottery, Elisa Calcagni, Hana Cervinkova, Eve Eisenschmidt, Ola Andres Erstad, Peter Gavora, Yin Cheong Cheng, Miloš Kučera, Adam Lefstein, Sami Lehesvuori, Jan Mareš, Jiří Mareš, Jiří Němec, Angelika Paseka, Jana Poláchová Vašťatková, Milada Rabušicová, Alina Reznitskaya, Michael Schratz, Martin Strouhal, Petr Svojanovský, António Teodoro, Tony Townsend, Anita Trnavčevič, Jan Vanhoof, Arnošt Veselý, Kateřina Vlčková, Eliška Walterová.

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ISSN 1803-7437 (print), ISSN 2336-4521 (online)