With the perpetual increase in STEM-related jobs and a renewed focus on the importance of these content areas, school-based agricultural education (SBAE) teachers shoulder the important task of implementing inquiry-based learning opportunities to prepare students for future STEM careers. The Curriculum for Agricultural Science Education (CASE) is…

While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three…

The Curriculum for Agricultural Science Education (CASE) is a national curriculum model used to promote inquiry-based learning, with a focus on facilitating student development of critical thinking skills through hands-on application. However, limited research has been conducted on how agriculture teachers are using the curriculum after completing…

Background: Implementing Inquiry-Based Instruction (IBI) in science is a complex process demanding certain classroom conditions prepared with instructional materials to engage students in tasks, as well as adopting the social context that will shape the inquiry-based learning environment. Within this social context, teachers are the main agents…

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods…

This study investigated the readiness of teachers towards implementing project-based learning (PjBL), mandated by a top-down policy at the national level, in Qatari government primary schools. With multiple qualitative data, the study reported a lack of readiness among teachers at the initial stage of change. Despite good intentions, the change…

This paper presents the findings of a study that explored the link between teachers' views on the challenges to inquiry-based science teaching (IBST) practice in the chemistry classroom and their need for professional development. The study used a multiple case study design and collected data using interviews. Participants were purposively…

This study aimed at evaluating the impact of Queen Rania Teacher Academy science teachers professional development program's activities on teachers' instructional practices by identifying the successes, challenge and ways to sustain the exemplary reformed instructional practices in the science classroom. The idea is to analyze participating…

In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based…

To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and…

The focus of this research was an evaluation of the impact of teacher professional development (PD) on student achievement during implementation of a reform curriculum. The PD consisted of five four-hour workshop sessions distributed over the time teachers were implementing the reform curriculum in their classrooms. The research was conducted in a…