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The abbreviation ARCS in the ARCS motivational model comprises the first letters of four English words: Attention, Relevance, Confidence, and Satisfaction. The ARCS motivation model is based on a systematic and easy-to-operate motivation theory. Many research studies have verified the applicability and effectiveness of the ARCS model in education worldwide. The proposed optimized ARCS motivation model takes the traditional ARCS motivation model and systematically optimizes it to make it suitable for the coding of data from videos of music classes. The case analysis method selected 14 high-quality music lessons as the research object. The optimized ARCS model involves text conversion, coding, and statistical analysis of the transcripts of videos of high-quality music classes. The data analysis was used to analyze the characteristics of students' emotional and behavioral motivation incentive strategies in each section of the ARCS motivation model in combination with specific high-quality case lesson fragments. This paper summarizes ways and means of using a motivational approach in the teaching of quality music classes, providing theoretical support for the practice of music teaching. [ABSTRACT FROM AUTHOR]

This paper describes a professional development (PD) programme design integrating just-in-time learning (JITL) to support teachers to learn about and enact inquiry teaching. Through JITL, teachers are provided with support that is responsive and applicable to their needs. This case study reports on the professional journeys of three teachers who received JITL via online resources, face-to-face meetings, opportunities for community building within and across schools, and reflections on pupils' reactions to learning mathematics through inquiry. Findings indicate that JITL embedded within PD facilitated teacher learning about inquiry enactment, since the PD was responsive to teachers' immediate and contextual needs. We suggest that explicit attention to JITL is given in the design of teacher PD, providing support that is made readily available for teachers to access and utilise. [ABSTRACT FROM AUTHOR]

This paper presents an inclusive didactic proposal in Natural Sciences, based on inquiry teaching. The proposal, designed with the appropriate adaptations to meet each special case, was implemented in a third grade class with 26 children, 5 of them with special educational needs. The results show the feasibility and benefits for all of using inquiry teaching: all children, including those with special needs, succeed in the objectives proposed. Also, the students developed a high degree of motivation and commitment, although some difficulties arose related with group work. [ABSTRACT FROM AUTHOR]

The Biomind program is a pilot project in Israeli high schools in which eleventh- and twelfth-grade biology students are trained to conduct an open inquiry. This paper describes a follow-up study of Israeli high school teachers who implemented this challenging and open-inquiry curriculum. During this follow-up, several participating teachers conducted authentic open inquiry, formulated several logically related questions, wrote a proposal, and conducted an experiment. The difficulties that the teachers encountered during their inquiry process were similar to those that their students encountered in conducting an open inquiry. These difficulties served as a basis for the design and implementation of workshops in which the participating teachers suggested techniques to help students successfully conducting an open inquiry. In addition, the results indicated that the workshops improved both teachers' understanding of the essence of the open inquiry process and teachers 'pedagogical knowledge in teaching an open inquiry. [ABSTRACT FROM AUTHOR]

Only about half of Americans are convinced that human activity is the major cause of climate change. This statistic highlights the increased need for highquality climate science education but also highlights the fact that lessons on this subject are often complicated as denial argumentation abounds in classrooms. In order to achieve greater efficacy of and receptivity to climate science instruction, I propose the inclusion of lessons on the nature of science and the reframing of lessons in terms of risk management. [ABSTRACT FROM AUTHOR]

Science teacher educators use examples of practice to support teacher candidates ( TCs) learning to engage in new forms of science teaching. However, interpretation of these examples assumes a level of expertise about practice TCs lack. This article describes a study designed to determine some of the differences between expert teachers' and TCs' professional pedagogical vision for science teaching. Specifically, the study examines what each group attends to (highlights) in examples of science teaching and how they interpret the events they attend to (codes). Both groups were asked to analyze video of classroom science teaching. Differences were found between TCs and expert teachers in terms of both highlighting and coding of science teaching practice. Four key areas of difference are described in detail: actor focus, questions, grain size, and enactment. The implications for science teacher education are discussed, in particular a set of tools and teacher education practices to support acculturating TCs into more a sophisticated professional pedagogical vision for science teaching. This article features a . Please click on the supporting information link below to access. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine Turkish elementary school students' level of success on science process skills and science attitudes and if there were statistically significant differences in their success degree and science attitudes depending to their grade level and teaching method. The total 241 students comprised of 122 males, 119 females. For this purpose, a pretest-post test control group and experimental group design was used. The data were collected through using Basic Science Process Skill Test and Integrated Science Process Skill Test and Science Attitude Scale. Study was conducted during the two semesters. Results of the study showed that use of inquiry based teaching methods significantly enhances students' science process skills and attitudes. [ABSTRACT FROM AUTHOR]

A major trend in science education reform is an emphasis toward inquiry-based learning over transmission-based instruction. The effort to reform science teaching is not a simple effort however. Teacher beliefs have been demonstrated to have a strong influence on teacher practice. Current methods to describe teacher beliefs are often interpretative. We describe the development of an instrument that captures qualitative and quantitative information regarding teachers' beliefs inquiry teaching. The instrument provides data that can be tracked over time to measure changing beliefs, a necessary precondition for changing practice. Change in belief can be monitored for individuals or for groups of subjects. We discuss several types of studies that can be accomplished using the Inquiry Teaching Belief (ITB) instrument. We also discuss several ways to analyze the data from this instrument. The instrument may be combined with observation protocols to elucidate barriers to changing practice. [ABSTRACT FROM AUTHOR]