This paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs' envisioning of equitable approaches for diverse children. The overarching research question was: "How did preservice…

The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E…

The present study investigated if the argument-driven inquiry (ADI) model with embedded explicit-reflective teaching of NOSI improved pre-service science teachers' (PSTs) comprehension of the nature of scientific inquiry (NOSI). The study employed the qualitative experiment method with 16 PSTs. The PSTs working in small groups conducted seven ADI…

This study is aimed to understand the connections between didacticians' meta-didactical praxeologies for the design and implementation of a teacher professional development program and their documentation work for the program itself. Didacticians are mathematics education researchers with the role of teacher educators. Data presents a case study,…

This study explores the effects of gendered inquiry-based learning (IBL) practices on other science learning experiences and motivations including STEM (Science, Technology, Engineering, and Mathematics) career aspirations. For this, PISA 2015 data representing the Finnish 15-year-old student population has been selected and analyzed by multiple…

This study explores teacher educators' (TEs') activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs' activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science…

Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students' reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices…

Formal teacher preparation programs are facing the challenge of ineffective instruction of educational theories. It is partly because educational theories are taught through direct instruction, which could lead to problems such as impersonality and low motivation of pre-service teachers. In addition, it is also an unwieldy task for teacher…

Temperature and heat are difficult concepts for children to grasp due to their abstractness. An image-to-writing approach, guided by the visualisation practices of scientists, was designed to engage elementary students with constructing images to represent their ideas about phenomena and translating these images into text using scientific…

Teachers lack effective curriculum-based instruments to assess their students' scientific competence that would provide information for modifying their inquiry instruction. The main purpose of this study was to develop and validate a Curriculum-Based Scientific Competence (CBSC) test to assess students' scientific competence in a 1-semester Grade…

Given the importance of cultivating scientific literate societies, the integration of scientific inquiry into school curriculum is key to contemporary science education. It is apparent that textbooks have been an accessible source of science information for teachers and students since the growth of public K-12 schooling worldwide. Textbooks are…

Inquiry-based science instruction has been advocated for decades. However, the implementation of inquiry teaching and learning in everyday classrooms is rather limited due to various factors. Previous research investigated implementations of inquiry-based teaching at the activity level with self-reported methods. However, little is known about how…

A diagnostic study is presented of the prior experiences, conceptions, and pedagogical valuations of prospective primary teachers (PPTs) about experimental activities (ExA's) in science education. The participants were 121 PPTs who, in small teams, responded to various questions related to ExA. Their responses were analysed interpretively with…

In the present paper, we report on the idea of exchanging educational innovations across European countries aiming to shed light on the following question: how feasible and useful is it to transfer an innovation across different national educational settings? The innovation, in this case, Inquiry-Based Teaching Learning Sequences, is recognized as…

The current study, involving 219 teachers and 15,292 students, examined the relationship between teacher participation in a sustained professional development intervention designed to improve the quantity and quality of guided inquiry-based instruction in middle school science classrooms and subsequent student academic growth. Utilizing a…