Drawing upon the model for science teacher assessment literacy developed by [Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do. In "The professional knowledge base of science teaching" (pp. 205-221). Springer. https://doi-org.bibliotheek.ehb.be/10.1007/978-90-481-3927-9_12], this study…

The paper presents a study that aimed to reveal the process quality descriptors of an argument-based inquiry approach. Process quality signifies whether a teacher is a better or unsatisfactory implementer of a version of in-class science inquiry. An experienced middle school science teacher was the participant. Based on the initial analysis…

Although cognitive and social processes influencing students' scientific thinking skills have been extensively studied in recent years, the interplay between these processes remains insufficiently understood. This study examines the mediating role of research collaboration in the relationship between epistemic curiosity and critical thinking, as…

Assessing scientific inquiry competence (SIC) is essential for fostering students' inquiry skills, and the effectiveness of such assessments largely depends on teachers' assessment knowledge. Grounded in a four-dimensional framework of science teacher assessment knowledge, this study developed and validated a scenario-based diagnostic instrument…

Enhancing the effectiveness of short-duration teacher workshops is critical for improving science teaching and learning, particularly in the developing world. While project-based learning is known to enhance knowledge usability, its feasibility and optimal design within short-duration teacher workshops in the developing world is unclear. This…

There has been a declining interest in science by adolescents as they mature in the American school system (Anderman & Young, 1994). Inquiry-based teaching is a supported practice with the aim of shifting science teaching to better engage students. This study offers a qualitative analysis of teachers' perceptions and implementation of…

Although most teachers recognize the importance of taking investigative, open-ended approaches to students' learning experiences, implementing them in high school classes can be challenging for teachers. In this work, we analyzed data from multiple sources from a teaching Community of Practice (CoP) to investigate (a) barriers to taking an…

This study employed a phenomenographic approach to investigate science teachers' conceptions of inquiry-based learning through a serious game. Simaula is a prototype game designed and used as a virtual practicum for eliciting understandings on how in-game inquiry was appeared to, or experienced by, the participating teachers. Group interviews with…

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions…

This study is framed by Bandura's social cognitive theory and Dewey's idea of habits and investigates types of science teachers based on four constructs: (a) self-efficacy beliefs, (b) twenty-first-century learning attitudes, (c) the frequency of implementing inquiry-based instruction, and (d) the frequency of using technology in teaching. K-means…

The purpose of this study was to find the differences and relationships between student responses, student character, and student attitudes towards the inquiry learning model for physics subjects. The contribution given in this study is useful if the student's response to learning is not good then there are problems in the learning taught by the…

Internationally, second level curriculum policy for STEM education is concentrating its efforts on promoting curriculum-making pedagogies, with enquiry-based teaching and learning at the forefront of this change. Policy aspirations have not translated well into practice, evidenced by science practical lessons consistently being delivered as…

This study explored the pedagogical strategies employed by grade 12, life-sciences teachers in township schools to teach complex concepts, such as genetics and meiosis, using improvised teaching resources. Resource constraints in South African township schools often limit learners' access to traditional teaching materials and technologies. In…

The Gatsby "Good Practical Science" report (Gatsby, 2017) identified opportunities to carry out open-ended investigative projects as one of ten benchmarks for good practical science. However, there is currently no requirement for post-16 students in England to have access to such opportunities as this is not required by A-level…

Research has extensively documented the benefits of inquiry-based science teaching, but less attention has been paid to how novice teachers' personal teaching goals influence their implementation of this approach. This study aimed to explore novice physical sciences teachers' goals to understand how they relate to IBI implementation. This research…