K-12 educators are increasingly implementing inquiry-based learning as a way to foster problem-solving within their learning contexts. However, the literature identifies that teachers adapt inquiry-based learning on a number of contextual characteristics. This is important because if teachers diverge from its theoretical foundation, one might…

Rock and mineral labs are fundamental in traditional introductory geology courses. Successful implementation of these lab activities provides students opportunities to apply content knowledge. Inquiry-based instruction may be one way to increase student success. Prior examination of published STEM labs indicates that geology labs, particularly…

This meta-analysis evaluated the effectiveness of inquiry-based learning (IBL) on improving students' conceptual understanding in science and mathematics. The study systematically reviewed 12 empirical studies with 14 effect sizes involving 786 students across various countries, educational levels, and disciplines. These studies were selected…

Science knowledge is deeply intertwined with human values, ethics and societal needs. While science is often perceived as value-neutral, the authors argue that the intertwined nature of science and values can be modelled from the early stages of education. This article shares examples of how individual, collective, and planetary values can shape…

A mixed methods study was used to investigate the influence of blended learning on preservice teachers' readiness to teach using inquiry-based learning. Online science teaching methods activities were added to a face-to-face science content class for the preservice teachers to improve their readiness to teach using inquiry-based learning. An…

Inquiry-based teaching is the most widespread approach in science education worldwide. However, in Peru, this model became better known since the latest curriculum reform in 2016, which proposed implementing that teaching approach at all levels of schooling. Since then, no literature review has been conducted on the status quo of implementing…

This article aims to assess how historical thinking, as defined in the research literature and practiced in schools, can be accessed by analyzing physical spaces. Since the 1990s, "historical thinking" has typically been associated with doing the work that historians do, meaning analyzing documents, weighing evidence, and making…

Courses: This paper presents a course design that aims to stimulate student ownership of learning. It was developed for a semester-long undergraduate course in political communication, but it is equally suitable for courses at graduate level and on other topics. The course design will unfold its potential best in classes with up to 30 students.…

Creating conditions that allow for the autonomy of educators during professional learning has been a key focus in educational research in recent years. Much evidence supports that collaborative inquiry (CI) is a model that can foster this autonomy by prioritizing teachers' concerns, needs, and interests in the professional learning process. By…

Recently, our course team transformed a large-enrollment introductory genetics course from being predominantly lecture based to active learning based. During class sessions, students engaged in problem solving, which occurs when a student attempts to solve a problem without knowing the path to complete it. We designed class activities…

In recent years, in the era of digital intelligence, intelligent feedback has received increasing attention. However, few studies have explored the impacts of intelligent feedback on learning achievements and learning perceptions in inquiry-based science learning. To address these research gaps, this study examined the overall impacts of…

Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry…

Rapid advancements in bioengineering call for broad public literacy to help individuals better understand the changes these technologies bring to our lives. However, making bioengineering concepts accessible and relevant, especially to non-science majors, is often challenging. To address this challenge, we designed a general education course aimed…

Inquiry-based learning (IBL) represents a dynamic pedagogical approach in science education, driven by a foundation of deep theoretical constructs. This paper meticulously examines the cornerstone theoretical underpinnings of IBL, centering on constructivism, situated cognition, and cognitive load theories. Constructivism, epitomized by Piaget's…

This article describes an exercise for a physical laboratory experiment designed to enable physical geography students to practice transferable quantitative skills through inquiry-based learning. The exercise is a deliberately simplified physical model of storm-driven coastal overwash typical of low-lying coastal barrier systems. The experiment…