Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students

There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on inquiry-based science education (IBSE) are engaging and encourage students to become more fascinated with STEM fields. The Ark of Inquiry Project involves a consortium of STEM- and education-focused universities and organizations across Europe that created an online platform with IBSE and STEM lessons. The UNESCO Regional Bureau for Science and Culture in Europe conducted the pilot phase of the Ark of Inquiry Project in Italy from September 2015 to February 2016. In this paper, we will discuss some of the barriers to the expansion of this online STEM education project that was noted by the 14 participating Italian teachers of the pilot phase and 30 educators from India, Germany, Canada, and Denmark who participated through online surveys. We discovered that teachers must be able to overcome barriers of access to technology, misconceptions about women's abilities in STEM fields, and the effect of poor pre-service teacher training as it relates to implementing IBSE effectively for student-centered learning. This paper will focus on how the above factors hinder the growth of teachers as designers and facilitators of student-centered IBSE curriculum and will recommend how The Ark of Inquiry Project can be scaled up to impact the rest of the world.