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The Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has been developing comparative psychology teaching exercises for over 30 years. In this paper, we provide suggestions for using the dwarf octopus (Octopus joubini) to teach students about the importance of observation, and the relationship of observation in the creation of ethograms and experimental design. Throughout this paper, students learn how to properly make an observation of a novel animal, create an ethogram, and conduct an experiment. We present a sample observation activity and three additional experiments, during which students will observe and record behaviors and environmental conditions. Students learn saltwater tank upkeep, time management, creation and coding of operational definitions, attention to changes in animal behavior, and the experimental process. These observation studies allow students to observe and record behavioral data to understand comparative psychology and experimental design.

AbstractIn 2022, authors conducted a research study of SC teachers who had completed the first-in-the-nation teaching endorsement in Project-Based Learning (PBL) between the years of 2014 and 2020. Researchers’ key question was to what extent have teachers trained in the SC PBL endorsement implemented PBL in their classrooms? This study sought to assess how many of the 153 teachers endorsed through one SC university’s cohort programs were still actively implementing project-based teaching and learning, and to gather teacher input on the state of PBL within SC. The study found that a majority continued to implement the methodology though many felt they had less administrative support to integrate it into their classrooms. [ABSTRACT FROM AUTHOR]

This paper examines how pre-service teachers develop their teaching and scientific skills using ants as a teaching resource. This study forms part of a specific teacher training programme, #Sponsor a Queen, which focuses on how to use non-prototypical animals to design inquiry activities for science classes. One hundred and eighty-five pre-service teachers working in 38 small groups of four or five participants each were asked to design an inquiry-based activity to investigate the behaviour of a queen ant Messor barbarus in response to different stimuli. Participants were instructed to base the research question on the conclusions they planned to obtain. The contents of the written submission by each group of students were analysed to identify their performance level and the limitations faced at each stage of the inquiry activity designed. Results indicate an intermediate performance (level of 2 over 3) achieved by most groups. While better performance was observed in the stage ‘reasoning of the problem’, for the remaining stages, improvement was limited. The difficulties encountered were also compiled. It is essential for future teachers to work on such practical projects to develop the necessary skills to address teaching and scientific issues in their teaching practice. [ABSTRACT FROM AUTHOR]

The study aimed to determine the level of awareness in identifying misinformation and responsible use of social media among teachers at Recto Memorial National High School. Moreover, this attempted to determine if there is a significant relationship between teachers' awareness in identifying misinformation and responsible use of social media. Using a descriptive survey method, it involved 120 teachers at Recto Memorial National High School, during the academic year 2022-2023. To measure the data, modified survey questionnaires were used and underwent internal and external validation through the help of a panel of examiners and a group of teachers. Meanwhile, the findings of the study on the level of awareness in identifying misinformation resulted in "Highly Aware" in terms of explicit instruction, formative assessment, practice media literacy, inquiry based learning, and evaluating and explaining. The level of responsible use of social media resulted in "Highly Responsible" in terms of netiquette/etiquette, respect, emotions, awareness, and decision-making. Likewise, there is a positive and significant relationship between the practices of teachers in identifying misinformation and the overall level of responsible use of social media across all dimensions. The result revealed that respondents have a high level of awareness regarding the importance of critically evaluating information, identifying fake news, and understanding the differences between social media and the real world. Overall, the findings indicate that teachers who actively participate in practices such as explicit instruction, formative assessment, media literacy, inquiry-based learning, and evaluating and explaining information are more likely to exhibit responsible use of social media. [ABSTRACT FROM AUTHOR]

This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs' productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants' Knowledge Forum discourse revealed DSRA's positive influence on PTs' KB discourse. Thematic analysis of the PTs' prompt sheets, supplemented by analysis of classroom videos and classroom observations, revealed four mechanisms by which the DSRA fostered PTs' KB: (1) identifying promising directions for further inquiry; (2) navigating data for extending collective focal ideas; (3) integrating separated keywords and identifying problems for further inquiry; (4) and improving "storylines" in the collective inquiry process and making numerical values meaningful. These findings extend the literature by revealing the mechanisms by which learners engage in productive shared regulation which are crucial for successful inquiry and KB. The findings also have significant implications for teacher educators and researchers seeking to design technology-enhanced learning to develop PTs' higher-level KB competencies. [ABSTRACT FROM AUTHOR]

The impact of Augmented Reality (AR)-based science learning on cognitive development has been established, but the effect of AR on the improvement of students' academic performance remains inconclusive. Additionally, while epistemic beliefs as a significant determinant on student learning outcomes is well-documented, there is little research in AR-supported science learning exploring the effectiveness of AR activities on students' epistemic beliefs. This mixed-methods study investigates the relationship between students' engagement in an AR-based inquiry learning environment and their epistemic beliefs. It aims to examine if students' engagement in AR activities has an impact on their epistemic beliefs and academic performance, as well as which aspects of students' epistemic beliefs may be affected by the designed activities. 159 fifth-grade students participated in the AR activities for two months. The findings revealed that students' academic performance improved significantly, evidenced in the pre- and post-tests. While students' perceived engagement did not significantly affect their academic performance, students' perceived engagement in the activities did influence their epistemic beliefs, particularly in the dimension of justification of knowledge in science. The study identified features of learners' interactions in the AR learning environment and these findings provide insights into potential areas for improvement in AR-based science learning. [ABSTRACT FROM AUTHOR]

The teaching of artificial intelligence (AI) has increasingly become a topic of investigation among educational researchers. Studies of AI education have predominantly focused on the university level; less attention has been paid to teaching AI in K–12 classrooms. This study synthesised empirical studies on K–12 AI education, with the aims of understanding how AI has been taught at the K–12 level and informing future AI curriculum development. We analysed 21 articles in terms of their AI curriculum design and the learning effects. The results indicated that (1) most of the studies aimed to teach students to understand AI knowledge at the K–12 level; (2) their teaching content covered a variety of AI-related topics, such as machine learning and deep learning; (3) different teaching approaches were used in AI classrooms, including inquiry-based learning, project-based learning, and game-based learning; (4) three measurement approaches, namely surveys, questionnaires and assessments, were commonly adopted to evaluate learning outcomes; and (5) participating in AI curricula enabled students to learn the basic functions of AI, apply AI knowledge, evaluate and create AI applications, and understand AI-related ethical issues. Based on the findings, we offer pedagogical suggestions and discuss directions for future research. [ABSTRACT FROM AUTHOR]

The importance of between‐desk instruction during inquiry‐based learning to deepen learning is well recognised in some curriculum areas but remains under‐researched in geography. Inquiry‐based learning incorporates the use of generative questions and inquiry methods to support student‐driven investigations. This paper reports on a study of teacher–student interactions during geography inquiry‐based learning. A cross‐case fine‐grained analysis of two teachers' video‐recorded lessons in a classroom laboratory using a kikan‐shido coding framework showed that "guiding" was the dominant between‐desk function used. The teachers differed in whether guiding was mainly used for task completion or to deepen student understanding. Semi‐structured interviews revealed that the characteristics and sequence of these guiding actions were influenced by teachers' beliefs. Those beliefs mediated how teachers guided students during the inquiry, debunking a dichotomous view of inquiry‐based learning as either teacher or student directed. We conclude that inquiry‐based learning is a necessary and complex interplay of teacher‐directed and student‐directed activities and that more research on the elements contributing to the kikan‐shido functions performed by teachers could help better identify and strengthen teacher practice for inquiry‐based learning. [ABSTRACT FROM AUTHOR]

Master of Science (M.S.) programs, including geography through geographic information science and technology (M.S. GIST), play a key part in training the science, technology, engineering, and math (STEM) workforce. A master's thesis has been a traditional part of geography programs, and across all kinds of disciplines the value of a thesis is well-recognized. However, delivering master's thesis supervision for large cohorts may result in lengthy completion times and poor completion rates. A growing literature focuses on master's thesis supervision across a wide array of disciplines, but no study focuses on the master's thesis for M.S. GIST programs. We offer a mixed-methods case study of a large, online M.S. GIST program showing how problems developed and were resolved over a 13-year period with program-wide structural reforms. Reform elements included increased attention to writing skills in admissions review, addition of writing instruction, earlier student engagement, staff engagement, faculty engagement, and development of thesis courses. Reforms shortened completion times and increased thesis completion rates while sustaining diversity and quality of thesis projects. Although this case study echoes many strategies found in the literature, it emphasizes that replication likely requires linking solutions together through structural reforms across a master's degree program. [ABSTRACT FROM AUTHOR]

Objective: To compare the efficacy of Jigsaw and Inquiry‐Based Learning (IBL) methods in promoting effective learning outcomes within diverse dental educational settings. Methods: A total of 188 dental undergraduate students were recruited for the study and divided into Batch A (n = 96) and Batch B (n = 92). Each batch underwent two teaching sessions, one using the Jigsaw method and the other using IBL. A structured questionnaire using five‐point Likert scales assessed students' preferences between the two methods. Pre‐ and post‐intervention tests were conducted to measure knowledge acquisition. Statistical analysis was performed using Student's t‐test with STATA version 17, with a p‐value of < 0.05 considered significant. Results: Both Jigsaw and IBL methods significantly improved students' knowledge, with mean scores showing a significant difference before and after interventions (p < 0.001). IBL was more effective in comprehensive topic coverage (99.46%) and enhancing subject understanding. Both methods yielded comparable outcomes in terms of improving communication skills. The Jigsaw method was simpler and more enjoyable, encouraging active participation and enhancing communication skills. IBL promoted critical thinking, research skills, and deeper comprehension of concepts. Conclusion: Jigsaw and IBL methods are both effective in enhancing dental education. The choice between these methods depends on the specific learning objectives, the complexity of the topic, and the preferences of the dental educator and students. [ABSTRACT FROM AUTHOR]

This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted in a quasi-experimental setting, it involved 105 children (M = 60.46 months, SD = 4.32), with 37 in the IBS group and 68 in the control group. The program utilized the 5Es instructional model and the Engineering Design Process (EDP) to engage children in active, hands-on learning experiences. Statistical analysis demonstrated that the IBS group achieved substantial improvements in both science process skills and scientific knowledge relative to the control group, with between-group effect sizes (Cohen's d) ranging from 1.02 and 2.31. These findings highlight the significant impact of structured inquiry-based approaches in early childhood education. The study underscores the need for integrating such methods into the preschool curriculum to foster scientific understanding and skills from a young age, thereby better preparing Moroccan children for future academic and professional challenges. The results advocate for educational stakeholders to consider adopting inquiry-based learning frameworks to enhance the overall quality of early childhood education in Morocco. [ABSTRACT FROM AUTHOR]

Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for inquiry behaviors, guidance to self-explain electrical principles, both, or neither. We examined how these interventions influenced participants' access of text information and achievement. Undergraduates (N = 80) were randomly assigned to one of four groups: (1) inquiry prompts and principle-based self-explanation (SE) guidance, (2) inquiry prompts without principle-based SE guidance, (3) principle-based SE guidance without inquiry prompts, or (4) control. Just-in-time inquiry prompts facilitated learning rules. However, there was no main effect of principlebased self-explanation guidance nor an interaction involving both interventions. Effects of just-in-time inquiry prompts were moderated by prior knowledge. Although principle-based self-explanation guidance promoted re-examination of text-based domain information, reading time did not affect posttest scores. These findings have important implications for instructional design of computerbased adaptive guidance in simulation-based inquiry learning. [ABSTRACT FROM AUTHOR]

Due to globalization, emerging technologies, and the knowledge economy, there has been a growing emphasis on students having global competencies and perspectives to succeed in an increasingly interconnected world. On the other hand, a variety of technologies have been adopted for inquiry-based learning (IBL) activities. An interactive e-book environment can provide an interface with multimedia for promoting meaningful learning. Virtual reality (VR) can support situated learning by placing learners in an interactive realistic-like environment for promoting student learning. The sense of presence in the environment enhances motivational variables, thereby impacting learning achievements. However, rare exploratory research methods have been used to investigate the sense of presence and academic performance, representing a significant research gap. Thus, we designed a VR-assisted inquiry-based learning (VR-IBL) approach to enhance students' learning. Furthermore, a quasi-experimental design setting was carried out to investigate the influences of the implemented approach on students' learning effectiveness, compared to an e-book-assisted inquiry-based learning (eB-IBL) approach. The experimental results evidenced that the VR-IBL approach significantly improved the students' science learning achievements and enhanced their sense of presence; moreover, the VR-IBL approach benefited the global perspectives of the students with initial moderate and low global perspectives. This could be a good reference for utilizing VR technology in education. [ABSTRACT FROM AUTHOR]

AbstractThis article introduces a middle-school level, NGSS-aligned, inquiry-based approach to teaching weather and climate concepts in grades six through eight using free online resources including Google Earth. Inquiry-based learning has been shown to improve student achievement, but Earth’s climate systems are complex and macroscopic, making inquiry-based teaching difficult. This tends to result in a teacher-centric approach to teaching climate in middle school, where lectures and authoritative videos predominate. Unfortunately, in this educational setting, many people develop climate misconceptions and tend to view climate change as a minor issue or a matter of personal belief. This lesson offers an alternative approach in which technology provides a scaffold to inquiry-based learning. After an unusual weather phenomenon such as a snowman in the desert is introduced, students use Google Earth to explore the contrasting forest and desert found on opposite sides of some mountain ranges. With Nullschool Earth, students explore daily historical wind data to model prevailing winds and develop an understanding of how patterns in the motion of air masses create the rain shadow effect. This lesson helps students begin to model the complex Earth systems that create climate and to understand the distinction between weather and climate. [ABSTRACT FROM AUTHOR]

By using information technology, science learning can be widely disseminated, including, for example, to rural schools. However, the implementation of inquiry-based science learning with action-to-ground science concepts for rural learners needs to be explored. To address this purpose, the present study adopted "live stream" technology with a science inquiry model for rural students to learn four science concepts. Using different science knowledge representations, the predict-do/observe-quiz/discuss-explain-transform (P-D/O-Q/D-E-T) inquiry model was designed to be implemented via live streaming with local teachers' facilitation. Drawing on the cognitive-affective theory of multimedia learning and triadic reciprocal determinism, the present study focused on exploring how the live-streaming presence and external cognitive load can predict participants' flow and learning performance. A total of 45 participants completed the questionnaire, pre-test, and post-test, and structural equation modeling was adopted to test the hypotheses of this study. The results showed that live-streaming presence could positively predict flow, but external cognitive load can negatively predict flow, while flow can positively predict learning performance. This live-streaming method uses inexpensive and affordable educational technology that can be implemented at any rural elementary school to enable rural students to learn science remotely. [ABSTRACT FROM AUTHOR]

This study explores the experiences and the preferred schedule of face-to-face and online tutorials in a problem-based learning setting where students learn collaboratively, based on cognitive, social, and teaching presences. Seventeen experienced students and 13 tutors attended semi-structured interviews focusing on their experiences and preferences. The majority (15 students and seven tutors) preferred a 100% face-to-face schedule as the default option to stimulate deep learning and social interactions, while two students and five tutors preferred a schedule with a majority of face-to-face tutorials with some online sessions. Overall, face-to-face tutorial meetings were perceived to deepen content discussions, create a sense of connection through social interactions and non-verbal communication, and protect student well-being. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to examine malleable school practices and norms that contribute to inequitable school learning environments based on student background. Using multilevel structural equation modeling (SEM) with the U.S. sample of PISA 2015, this study examines the extent to which student-level access to inquiry-based science learning opportunities and academic press mediates the relationship between intersectional student background and scientific literacy outcomes, as well as the influence of school-level context, tracking, and academic climate variables on student learning opportunities, perceptions of academic press, and science outcomes. After accounting for variance explained at the school level, OTL was not a significant mediator of the relationship between student intersectional background or gender and scientific literacy outcomes. However, academic press was a significant mediator at the student level, and was a significant negative predictor of science achievement. At the school level, while tracking was not a significant predictor of mean school science achievement, tracking was a predictor of mean school academic press and OTL inquiry-based science. There were significant differences in school academic climate based on school context, and school-level perceptions of academic climate were significant predictors of science achievement, findings that can inform education policy and practice. [ABSTRACT FROM AUTHOR]

This study determines and analyzes the principles of interactive scenario design supporting critical and creative thinking in asynchronous learning environments. The study was conducted as a qualitative research, framed by two theoretical approaches, heutagogy and inquiry-based learning, and a holistic case study. The basic principles of the theoretical approaches and then theoretical matrix where sixteen semi-structured interview questions transformed later on were the beginning of the study. Semi-structured interview questions were given to 7 open and distance learning field experts and the data was collected. For the data analysis descriptive and content analysis, for content analysis inductive analysis was used. NVivo12 was employed. The result of the study shows that in the design of interactive scenarios which is the basis of interactive videos, 4 main themes, which are (1) Support Productivity with Natural Curiosity, (2) Create Self-awareness, (3) Provide Self-discovery, (4) Spark off Intellectual Transformation, 16 themes describing the main themes and 55 sub-themes were achieved. The components leading the interactive scenario design where the themes explaining the main themes and the sub-themes take place were used as a checklist in the form of hypothesis. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effectiveness of an ocean culture course using the TRIP learning model (Triggered situational interest-Reading-Inquiry-Presentation) in enhancing students' marine life concepts and learning interests. The participants consisted of 67 first-graders (six years old). A quasi-experimental design was employed, and the mixed methods analysis was used in this study. The results showed that the experimental group students' concepts of marine life were improved with a large effect size (d = 1.4), and they outperformed their counterparts with a large effect size (f =.40). The students' learning interest in marine ecological conservation concepts was improved with a medium effect size (d =.53), and they outperformed their counterparts with a large effect size (f =.54). The results revealed that using the TRIP learning model for ocean education improved the teaching of the teachers who taught the experiment group. Moreover, the model enhanced the effectiveness of students' learning interest in understanding marine life and marine ecological conservation concepts. Finally, some suggestions for further teaching and research were provided. [ABSTRACT FROM AUTHOR]

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among 57 course participants to explore the potential impact of the course on participants' agency and investigated which role the motives to join the course had on participants' agency dynamics. Data were collected with questionnaires. The results showed that participants' agency was supported to some degree during the collaborative inquiry-based in-service training course, teachers' motives to join the course were somewhat related to professional agency dynamics. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has drawn the attention of educators to the blended learning model. This study developed a remote blended game-based learning activity that integrates digital game–based learning (DGBL) and blended learning (including online synchronous and asynchronous learning). This method emphasizes that in the online synchronous learning activity, students firstly use mini-educational digital games for group collaborative autonomous pre-learning and then take part in a problem-solving discussion activity guided by the teacher. Afterwards, students complete personal inquiry learning tasks in the asynchronous online activity and conduct asynchronous discussions. This study employed a quasi-experimental design. Participants were 73 senior high school students. The first group used the remote blended game-based learning that integrated DGBL into online synchronous learning. The second group used the face-to-face blended game-based learning approach that integrated DGBL into physical classroom learning. The third group used the remote blended video-based learning that integrated online synchronous video-based learning. The three groups conducted the same online asynchronous inquiry learning tasks. The results found that the remote blended game-based learning activity not only significantly promoted the students' learning performance in online synchronous learning but also supported their learning performance in online asynchronous learning. Besides, most students' discussion messages were mostly related to the learning tasks and topic. [ABSTRACT FROM AUTHOR]

Creating innovative methodologies and interventions in chemistry education is essential to promote positive student transformation outcomes. Although chemistry educators are key in utilizing its potential in the classroom, very little is known about its efficacy in teaching and learning. This study aims to determine the current research trends in chemistry education. It examines the effect of chemistry education research findings included in the meta-analysis on using varied teaching methodologies on student transformation outcomes. A systematic review and meta-analysis of a pool of studies related to chemistry instruction in the Philippines and through on site or online browsing were conducted. Results show that the country's pedagogical trend in chemistry education centers mainly on cooperative and inquiry-based learning, which aligns with and supports the framework and goals of 21st-century teaching. Results suggested that chemistry teachers can consider employing one of the various pedagogies and methods that effectively improve students' cognitive and affective outcomes. Heterogeneity test warrants that significant differences exist between the grouped features. The effect size data are directly influenced by the significance of the test derived from each study. Studies with significant results tend to have a larger effect size and significantly affect the study variables. [ABSTRACT FROM AUTHOR]

Gender disparity within science, technology, engineering, and mathematics (STEM) fields is a persistent global issue, with women being consistently underrepresented. Recent research indicates that inquiry-based practices may enhance students' interest in STEM careers and challenge gender-related STEM stereotypes. The aim of this study is to evaluate the impact of STEM inquiry-based learning activities on students' interest in STEM careers, as well as on the social cognitive career theory (SCCT) dimensions (self-efficacy, personal goals, outcome expectations, interests, contextual support, and personal inputs), with a specific focus on gender. A quantitative approach was employed, whereby pre- and post-test measures were administered to a cohort of 190 Portuguese secondary school students, using the STEM Career Interest Survey. The results showed that, while the STEM inquiry-based learning activities did not alter the gender-based patterns of interest in STEM subjects and careers, they did contribute to a significant increase in students' interest in these areas. It was found that these activities were particularly effective in promoting female students' interest in STEM careers. A significant increase was observed in all SCCT dimensions, particularly in engineering, for female students. Additionally, no gender disparities were observed in self-efficacy in STEM areas. The results suggest that STEM inquiry-based learning activities are an effective approach to building students' confidence in STEM fields and stimulating their interest in STEM careers. This study reinforces the importance of inquiry-based practices in promoting a more equitable STEM education landscape. [ABSTRACT FROM AUTHOR]

To assist preservice elementary teachers in attaining scientific competence, knowledge, and understanding of interdisciplinary concepts, a teacher education model—the combined individual microteaching, modeled teaching, and inquiry-based team-teaching (CIMIT) model—was established, and its effectiveness was evaluated. A quasiexperimental design was adopted, and 57 preservice elementary teachers from 2 classes of a science education preparatory course were included in the analysis (30 in the experimental group and 27 in the control group). The 18-week course comprised 36 h of classes. Before and after the course, all participants completed pretests and posttests, respectively, that measured basic scientific competency and subject matter knowledge. Quantitative and qualitative data were also collected and analyzed. The instruction of the CIMIT group comprised 3 stages: individual microteaching, modeled demonstration inquiry–based teaching by an expert teacher, and inquiry-based team teaching. For the control group, the inquiry-based team-teaching stage was omitted. The results validated the effectiveness of the CIMIT model. First, the experimental group exhibited a significantly greater improvement in scientific competency and knowledge than did the control group. Second, after training, the experimental group's knowledge of interdisciplinary concepts increased for all seven interdisciplinary concepts. [ABSTRACT FROM AUTHOR]

Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master's students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined. To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives, (b) execution of field protocols, (c) sufficiency of reporting and (d) extent of reflection. 49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care (n = 28); (b) administrations of health care (n = 8); and (c) research institutes (n = 13). Within students' field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing. Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance. [ABSTRACT FROM AUTHOR]

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month design process. We share insights from this design and development approach, and report findings from a six-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to examine the effectiveness of an online inquiry-based learning (IBL) environment on secondary school students' behavioral engagement and performance in science. In this quasi-experimental design, 90 second year secondary school students from two classes in the Shandong Province region of China were recruited as participants. To gather the data, an online behavioral engagement questionnaire investigation and pre- and post-performance tests were administered to the experimental group (EG) and control group (CG) students. This study result shows that online IBL has a significant impact on secondary school students' behavioral engagement and performance in science subjects. [ABSTRACT FROM AUTHOR]

This study aimed to analyze articles published in the Web of Science database from 2012 to 2021 to examine the educational goals and instructional designs for STEM education. We selected articles based on the following criteria: (a) empirical research; (b) incorporating instructional design and strategies into STEM teaching; (c) including intervention; (d) focusing on K-12 education and on assessment of learning outcomes; and (e) excluding higher education and STEAM education. Based on the criteria, 229 articles were selected for coding educational goals and instructional designs for STEM education. The aspects of STEM educational goals were coded including engagement and career choice, STEM literacy, and twenty-first century competencies. The categories of instructional designs for STEM education were examined including design-based learning, inquiry-based learning, project-based learning, and problem-based learning. The results showed that engagement and career choices and STEM literacy were mainly emphasized in STEM education. Design-based learning was adopted more than inquiry-based, project-based, or problem-based learning, and this instructional design was mainly used to achieve STEM literacy. It is suggested that studies on twenty-first century competencies may require more research efforts in future STEM education research. [ABSTRACT FROM AUTHOR]

Inquiry-based learning, an educational approach that is gaining international recognition, emphasizes active engagement and deeper understanding. Despite its benefits, integrating information and communication technology (ICT) into inquiry-based learning remains a challenge, often hindered by factors such as teachers’ confidence in ICT use and organizational support. This study aimed to explore the relationship between the utilization of ICT in inquiry-based learning and various factors including ICT self-efficacy, lack of ICT resources at school, teachers’ collaboration in using ICT, and self-efficacy for teamwork. A web questionnaire was administered to 324 full-time elementary school teachers in Japan, assessing their perceptions of ICT use in inquiry-based learning, ICT self-efficacy, collaboration, teamwork self-efficacy, and school ICT resources. Statistical analyses, including exploratory factor analysis and multiple regression, were employed to examine the relationships between variables. The findings revealed significant positive associations between ICT use in inquiry-based learning and ICT self-efficacy for instructional purposes, teachers’ collaboration in using ICT, and self-efficacy for teamwork. However, the relationship with the lack of ICT resources at school was not statistically significant. These results underscore the importance of fostering teachers’ self-efficacy and promoting collaborative practices to enhance ICT use in inquiry-based learning. Furthermore, the study highlights the need for ongoing support and resources to facilitate the effective utilization of ICT in educational settings. [ABSTRACT FROM AUTHOR]

This study explored Namibian science teachers' perceptions of and approaches towards integrating inquiry-based instruction in science education. A survey questionnaire with 133 participants determined their opinions, attitudes, and beliefs revealing a strong preference for inquiry-based methods, with an average rating of 4.36 on a five-point Likert scale. Teachers emphasised its effectiveness in engaging learners, fostering critical thinking, and connecting scientific principles to real-world scenarios. The study examines key factors that impact the enactment of inquiry-based instruction, including teachers' prior experiences, understanding of inquiry, and philosophical viewpoints on the nature of science. The findings from this study showed that the allocation of time in the curriculum, the behaviour of learners, and the availability of resources were recognised as important factors impeding the successful implementation of inquiry-based instruction. The study suggests tailored professional development to address challenges and enhance teachers' ability to embrace inquiry-based practices effectively. These insights contribute to understanding determinants influencing innovative pedagogical approaches in Namibian science classrooms, informing educational policies and initiatives for teacher training in the country. [ABSTRACT FROM AUTHOR]

The current study aims to examine the effects of prospective chemistry teachers' chemistry laboratory teaching experiences using different laboratory approaches on their metacognitive thinking skills and perceptions of problem-solving skills. The study is designed as "'the quasi-experimental non-equivalent pre-test/post-test control group research design." Twenty-seven prospective teachers from the Department of Chemistry Education at a public university participated in this study. The prospective chemistry teachers in the experimental group carried out laboratory teaching practices relying on the inquiry-based activities conjugated with a science writing heuristic approach; however, the prospective chemistry teachers in the control group carried out laboratory teaching practices relying on the traditional laboratory approach. The implementation process took 14 weeks. The results showed that there was an overall improvement in the perceptions of problem-solving skills and metacognitive thinking skills in each factor for the prospective chemistry teachers in the experimental group compared to the prospective chemistry teachers in the control group. [ABSTRACT FROM AUTHOR]

In this study, Nicholas Kryczka, Whitney E. Barringer, and Scot McFarlane explore the use of historical inquiry in US middle and high school history classes. Over two years, they interviewed hundreds of teachers and analyzed curricula, finding that inquiry-based learning—focused on analyzing primary sources and posing compelling questions—plays a central role in social studies education today. Their research traces the development of inquiry from the late 19th century to the present, offering best practices for teachers to engage students in thinking critically about the past. Ultimately, they advocate for historical questions that challenge students to balance evidence-based reasoning with open-minded inquiry.

Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab reform project in this article. The metaphor of cooking and following recipes aims to help readers visualize the fundamental changes we are making to college exercise physiology labs. Connections between changes to existing inquiry-based learning literature, four distinct levels of inquiry in science learning, student agency, and student reflection are made. Changes to teaching practices and supporting the instructional team in trying new strategies which support reformed lab learning activities is also described in this article. We invite readers to reflect on the changes we are making, and perhaps imagine ways they could translate our early reforms to their own college science lab teaching and learning context. [ABSTRACT FROM AUTHOR]

The aim of this article is to examine research on inquiry-based chemistry education in primary and secondary schools to discuss how it is addressed in the research literature. A systematic review was conducted, including 102 articles published between 2000 and 2020. Through inductive analyses, the articles were categorised into four groups: (1) articles testing specific teaching approaches or models, (2) articles testing specific learning environments, (3) articles reporting on teachers and (4) additional relevant studies. Within each group, the articles were further categorised into five scientific domains (i.e. conceptual, epistemic, social, procedural and affective) and two categories: classroom practice and other. The experimental studies were also given a typology according to the quality of the methods applied. Overall, the research has been conducted with varied foci and it generally reports positive learning outcomes. However, the main emphasis is on the conceptual and affective domains, with fewer studies focusing on the epistemic domain. Finally, when it comes to methodology, the reviewed articles included many quantitative studies, often with few respondents and of varied quality. Thus, there is a need for more studies with larger numbers of participants, longer durations, more purposeful sampling and with focus on the epistemic and social domains. [ABSTRACT FROM AUTHOR]

Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The included articles were categorised according to whether the PSTs worked with inquiry in the role of learner or in the role of teacher and also according to the cognitive domains of inquiry (epistemic, procedural, conceptual, social, pedagogical, or affective). The review shows that IBSE is used for PSTs to learn science concepts and processes and how to teach science through inquiry; however, few studies highlight the transition between these. In terms of cognitive domains, the procedural, conceptual, pedagogical, and affective domains dominated, whereas fewer articles addressed the epistemic or social domains. Favourable outcomes of IBSE for science understanding, teaching competence and improved attitudes or self-efficacy were reported. Challenges were noted, for example with implementing IBSE in school placement after having learned about it in campus-based courses. Finally, we offer recommendations for fruitful ways of implementing IBSE in PST education and suggest areas for future research. [ABSTRACT FROM AUTHOR]

There are many ways of being a good teacher. Here, I defend a way of teaching Indian and Asian philosophy that consists mainly in reading out loud to and with students—reading slowly, with lots of repetition. Such teaching is analogous to how a Taiji (i.e., "T'ai Chi") form gets taught in group Taiji classes. This method guides students to adopt the perspectives of the text's author[s] and imaginatively to inhabit the text's philosophical space. It differs from lecturing, but it is also unlike "student-centered," "inquiry-based," and "active" learning. Indeed, it is "text-centered" or "professor-centered" learning since it invites students to submit to texts and the ways the teacher models engagement with them. This method arguably de-emphasizes "getting students to be able to do philosophy on their own" and instead emphasizes "getting students to have a meaningful experience with philosophy" and "getting students to appreciate the value of philosophy." [ABSTRACT FROM AUTHOR]

The article offers a look into the science, technology, engineering and mathematics (STEM) education in Japan. It discusses the need to implement cross-curricular learning and highlights the promotion of STEM education by other ministries. Examples of STEM education practices are outlined, including practice using the science, technology, engineering, arts and mathematics (STEAM) library, self-supporting practice by interested teacher and dissemination of STEM education from academic societies.

Critical analysis (CA) skills are crucial in higher education and should be incorporated into the curriculum at that level. The unique characteristics of abstract biology materials and the involvement of prospective Biology teachers (PBTs) in scientific investigation activities make them highly relevant for teaching CA skills. Inquiry activities require teaching materials or textbooks that explicitly engage science teacher trainees in science process skills (SPS) activities. For effective inquiry-based learning (IBL), appropriate textbooks are essential. Therefore, in this study, a Plant Anatomy and Development textbook based on SPS was utilized as a tool to develop CA skills. The main objective of the study was to assess the impact of SPS-based PADT on PBTs' CA skills in the Plant Anatomy and Development (PAD) course. To achieve the research objectives, a quasi-experimental research design with a pretest-posttest control group was implemented. The research sample consisted of fifty-five prospective teachers who were selected through purposive sampling. They were divided into two groups: the experimental group (n=28) and the control group (n=27). To analyze the students' critical analysis skills, twelve valid and reliable essay items were utilized. The research findings indicated that the experimental group exhibited a significantly greater cognitive gain (>0.70) compared to the control group (0.30 < n-gain < 0.70) (p < 0.05). [ABSTRACT FROM AUTHOR]

Research on the relationships between the main constructs underlying inquiry-based learning is rarely reported in mathematics education research. Considering this as a complex problem which is worth to be investigated, the present study aims to provide some empirical evidences that might serve as an insight to support further investigations on the relationships between attitudes towards mathematics and inquiry-based learning approaches. Thus, this study adopts a descriptive research design where no variables are manipulated but observed and measured in order to identify changes depicted in data collection. An instructional design focusing on the nature of mathematical inquiry is carried out with the participation of 304 secondary and high school students, and a clustering approach is used to look at how participants are grouped around certain attitudinal profiles before and after such mathematical practice. The results show how the heterogeneity of attitudinal profiles present in the classroom evolves positively in terms of perceived usefulness of mathematics and mathematical self-concept as perception of competence in mathematics. This fact provides some basis that might be used for further research on the idea that certain forms of development in inquiry-based mathematics education (IBME) based on greater immersion in the nature and culture of mathematics can help students to improve their attitudes towards mathematics. [ABSTRACT FROM AUTHOR]

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In this conceptual paper, we present a discussion of how we have embraced two challenges, posed by Aukerman and Schuldt, in their call for a more socially just science of reading, to which this special issue is responsive. Specifically, we share lessons learned from years of designing texts that (a) advance knowledge-building in the context of project-based science teaching and (b) advance readers' textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. We argue for the importance of text in science instruction. We present theories, empirical support, and national standards consistent with the integration of text in science. We discuss the role that texts can play in project-based science instruction. We also illustrate the design and optimization of texts and tasks, as well as the role of the teacher in this instruction. [ABSTRACT FROM AUTHOR]

When General Chemistry at West Point switched from interactive lectures to guided inquiry, it provided an opportunity to examine what was expected of students in classrooms and on assessments. Learning objectives and questions on mid-term exams for four semesters of General Chemistry I (two traditional semesters and two guided inquiry semesters) were analyzed by the Cognitive Process and Knowledge dimensions of Bloom's revised taxonomy. The results of this comparison showed the learning objectives for the guided inquiry semesters had a higher proportion of Conceptual and Understand with a corresponding decrease of Factual, Procedural, Remember and Apply learning objectives. On mid-term exams, the proportion of Remember, Understand, Analyze/Evaluate, Factual, and Conceptual questions increased. We found that guided inquiry learning objectives and mid-term exam questions are more conceptual than traditional courses and may help explain how active learning improves equity in introductory chemistry. [ABSTRACT FROM AUTHOR]

This document outlines a lesson plan for a role-play activity aimed at promoting empathy for the historical events that impacted the daily life and ancient traditions of First Nations people in Australia. The lesson plan includes formative activities to introduce students to the Aboriginal nation in their local area and explore the daily life and cultural traditions of ancient Australia. Students then participate in a role-play activity where they assume the identity of different Aboriginal nations and experience the relocation, abduction, or death of their people based on real historical events. The lesson aims to help students understand the destruction of ancient cultural traditions and develop a connection with the history of First Nations people in Australia. [Extracted from the article]

The study aims to explore the implementation of stepwise inquiry in chemistry education. The levels of inquiry used range from structured inquiry (level 1) to guided inquiry (level 2). The research design involved methods of analyzing the implementation of inquiry levels, assessing the ability to answer questions, engage in critical thinking, and gather student responses. The research sample consisted of 73 students studying biochemistry. A total of 14 groups, each containing 5–6 members, were involved in this research. The research results show that six groups (SG) successfully followed the investigation process at the inquiry steps, while eight groups were unsuccessful (UG). The average scores of the sub-skills collaboration, communication, data collection, use of equipment, and implementation of experimental design were the highest compared to other subskills. The stages of interpreting problems, observation, experimental design, formulating hypotheses, data analysis, and developing conclusions are still in progress and are classified as low. The SG group had an average N-Gain critical thinking score higher than the UG group (p < 0.05). The analysis of the ability to answer questions and think critically shows that the category of developing hypotheses and analyzing arguments had the lowest ability to respond compared to other indicators. [ABSTRACT FROM AUTHOR]

It is critical to support children's science learning starting from infancy. However, there is little research investigating introducing science to children under three years old. The current study addressed this gap by examining the effectiveness of setting up an Inquiry-Based Science Table(IBST) in a toddler classroom. A classroom in Hong Kong with 18 toddlers and two teachers was selected as the implementation site. A qualitative approach was used to collect data. Toddlers' interaction with the IBST was observed and recorded using the Science Behaviour Checklist. Two class teachers were invited for semi-structured interviews about their views on science teaching and the effectiveness of the IBST. The results indicated that the frequency, variety and complexity of toddlers' science behaviours increased after the IBST was placed. The adult's mediating role in supporting toddlers' science learning was highlighted, while concerns and challenges of implementing science teaching to toddlers were also presented and discussed. The study suggested that more rigorous research with larger sample sizes should be conducted to investigate effective science instruction for children under three and professional training on science teaching should be provided to teachers working with infants and toddlers. [ABSTRACT FROM AUTHOR]

Physics educators must possess a strong foundation in content knowledge to effectively promote scientific inquiry-based learning in line with the national curriculum goals. However, factual, conceptual, and procedural knowledge gaps can impede meaningful teaching and learning of Physics. This study explores the use of the Predict-Observe-Explain (POE) model to assess in-service Physics educators’ understanding of “Upthrust.” The research involved 23 participants from a professional development programme in Mauritius. Data were collected through task-based worksheets and focus group discussions and validated using Rasch modelling. The findings indicate that while educators are somewhat familiar with Upthrust, their knowledge must be improved for making accurate predictions and providing detailed scientific explanations, particularly when disparities between predicted and observed outcomes occur. Additionally, educators’ reliance on formula-driven methods, influenced by their limited exposure to experimental practices, underscores the need for change. This study underscores the importance of fostering conceptual understanding over memorisation in Physics education. By challenging and broadening the beliefs of prospective Physics educators and promoting inquiry-based teaching, these efforts can significantly enhance Physics education, student engagement, and achievement in secondary schools in Mauritius.

Abstract Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master’s students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined. To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives, (b) execution of field protocols, (c) sufficiency of reporting and (d) extent of reflection. 49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care (n = 28); (b) administrations of health care (n = 8); and (c) research institutes (n = 13). Within students’ field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing. Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance.