This review aimed to provide an overview of teacher professional development programmes for teacher training carried out in Latin America, considering the critical characteristics for PD reported in the literature. The 34 studies were analysed based on six critical features that were identified as being important in order to achieve a positive…

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…

This paper explores the effective development and use of interactive simulations as a learning tool, integrating didactic and active approaches with complex laboratory and lecture content in undergraduate biochemistry and immunology courses. University science courses require students to master vast quantities of foundational knowledge that is…

Teachers can develop science literacy among pupils through Inquiry-Based Science Education. IBSE helps to evolve the inquiry skills necessary for understanding the world of science and nature. To be able to improve the level of inquiry skills systematically, we need to know the current level among pupils. For this reason, we designed a…

A large body of research has studied the role and potential of inquiry to increase the quality of teaching in science education. While much of this existing research is based on international large-scale assessment studies, we still lack a clear understanding of the factors that influence the quality of inquiry-based science teaching in actual…

This paper investigates whether and how primary school students improve their epistemic understanding about a particular aspect of the nature of inquiry (NOSI), namely, the 'non-linear nature of inquiry' through an explicit-reflective or implicit instruction. The sample consisted of 30 5th grade students, who were randomly divided into two groups:…

Despite numerous benefits, students do not always respond positively and engage in active learning in STEM courses. Understanding the factors that influence how students' respond to active learning is important to devising interventions that support their learning, especially for students from historically underrepresented groups. This study…

To promote scientific literacy in school science, students need to learn key concepts in science, along with the nature of scientific knowledge and how it is generated. Ideally, this learning mirrors authentic scientific inquiry through student engagement in three key epistemic practices: flexibility and creativity, knowledge construction, and…

Inquiry-based instruction is an important teaching strategy in science education that can be implemented to achieve different learning goals (e.g. the learning of science content or of inquiry skills and strategies). Inquiry-based instruction is often combined with guidance attempting to assist students to effectively engage in inquiry activities…

This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment…

The purpose of this study was twofold: first, to examine the effectiveness of an inquiry-based laboratory course on preservice science teachers' (PSTs') science teaching efficacy beliefs. Second, this study also aimed to identify the ways in which efficacy change occurred in instructional strategies, classroom management, and student engagement…

In this study, 34 trials of formal formative assessment activities in the context of inquiry-based science education (IBSE) from Swiss primary and upper secondary school teachers will be analysed. The aim will be to explore the formal formative assessment activities implemented in IBSE at different school levels. The trials (14 from primary…

Teachers' understanding of formative assessment is quite essential for its implementation in everyday classroom practices [Heritage, M. (2007). Formative assessment: What do teachers need to know and do? "Phi Delta Kappan," 89(2), 140-145]. This study investigates the development of teachers' perspective on formative peer assessment when…

Technology has arisen as a powerful tool for enhancing student's learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends,…

English as a Medium of Instruction (EMI) is being used to teach academic subjects in international programmes in China to meet the growing number of Chinese students' need to study abroad. Through the lens of inquiry-based science teaching, this study examined how the four EMI science teachers of an international programme at a private high school…