The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the…

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…

The COVID-19 pandemic has left very little unaltered, education included. Institutions encountered an almost immediate transition to remote learning to prevent disease transmission. Because most students and instructors alike were unfamiliar with remote learning, challenges quickly arose and have unfortunately lingered longer than most had hoped.…

Inquiry skills are universally recognised as being integral to a contemporary science education where students need to understand the nature of scientific practices as well as concepts. Although inquiry learning is a common practice among primary educators, the development and assessment of inquiry skills is far less practised. There is a need for…

Smart learning environments provide students with opportunities to engage in self-regulated learning (SRL). However, little research has examined how teachers leverage these opportunities. We employed a multiple-case study methodology to examine the SRL supporting instructional practices of five third-grade teachers as they implemented a science…

Equity in education has been conceptualized in various ways, which provides different affordances and constraints for policy, research, and teaching decisions. Regarding the latter, there is a dearth of research on how postsecondary science faculty conceptualize equity and whether and how their understandings of equity may be informing their…

Project-based learning (PjBL) instruction is an inquiry-based method that is beneficial to student achievement and their exploration of 21st-century learning skills, but there is a gap in the literature about how Grades 6 to 8 teachers feel about PjBL and its implementation. The research problem was science teachers in the United States were not…

This is a qualitative study with a twofold aim. The first aim is to describe and analyse teachers' perceptions of advantages and challenges with a model for continued professional development (CPD) for primary school teachers. The CPD course was about inquiry-based learning (IBL) in science education. The second aim of the study is to analyse the…

The aim of this study is to review the opinions of principals and teachers on TUBITAK-4006 (Scientific and Technological Research Council of Turkey) science fairs which are organized in about 10.000 schools every year in Turkey. This study is a qualitative research and it is formed with phenomenological design. The study group is determined with…

Project-based learning (PBL) is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reforms, especially as a method to enhance 21st century skills and connected worldview. How teachers implement PBL greatly affects students' content understanding and development of skills.…

Purpose: Goal 4.7 of the Sustainable Development Goals (SDGs) explicitly frames education as an enabler of change and a means to achieve all SDGs. This study aims to explore the nature and culture of science as an academic discipline and its capacity for the integration of education for sustainable development (ESD). Design/methodology/approach:…

Project-Based Learning (PjBL) curricula offer unique opportunities for student engagement, yet they do not guarantee an engaging classroom. Furthermore, there has been little scholarly work on PjBL pedagogy that supports student engagement. This qualitative research study explores enactment of a PjBL Advanced Placement Physics 1 curriculum and the…

Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European…

In recent years, the organizations of the science fairs at schools have been emphasized on. Science fairs are important since students' perceptions, attitudes, and achievements towards sciences are affected positively by the science fairs. It is important to carry out studies for science fairs and follow up this process in this context. This study…