Many teachers have a level of discomfort with planning inquiry-based science lessons for students with complex needs. Science instruction typically includes teaching discrete skills with a focus on vocabulary acquisition (Knight et al., 2020). Because science is universal and thus important for all learners, many states have adopted the Next…

This study was an action research self-study that examined my role as a teacher educator supporting a resident teacher in learning how to design inquiry-based culturally responsive science lessons. I explored my own growth in understanding how to act as a teacher educator to provide appropriately scaffolded support to promote learning for a…

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 research explored Eswatini final year primary pre-service teachers' (PSTs) inquiry-based-science teaching (IBST) competencies. In the first phase of the larger study, 34 pre-service teachers' understanding of IBST was assessed. This paper reports on the second phase of the study where six of the PST volunteered to take part in…

Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students' conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and…

With the implementation of Next Generation Science Standards, educators shifted from lecturer to facilitator using inquiry-based learning approaches. Teachers may express anxiety about this role reversal in providing scientific instruction. This study addressed conflicting perspectives in the implementation of inquiry-based learning approaches as…

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved…

Teachers often struggle to implement inquiry-based science teaching. To support them, IndagApp--a 3D educational app that offers curriculum-aligned, inquiry-based lesson plans--was designed. The app is rooted in the inquiry phases recommended in best-practices literature, which arguably align with most international standards. This study describes…

There is a wide variety of ways for instructors to seek to improve diversity, equity, inclusion, and respect (DEIR) in chemistry through their instruction. One way is to talk with students explicitly about equity and injustice in science. We propose a curricular framework for teaching about equity as a way to improve DEIR in science classes at the…

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a…

This study explored five Life Sciences teachers' practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher "Elicits" a response; the Student responds; the teacher "Recognises" the student's response; and then "Uses" the information collected to support student learning) was…

Education is getting more informed, digitalised and person-centred. The transition to active learning blurs the boundaries of traditional classroom teaching and encourages the development of new teaching formats. As a result, more and more teachers are turning from "rigid" teaching formats to ones that are more flexible. However, new…

Pre-service teachers face challenges in learning how to implement inquiry-based learning to enhance students' higher order thinking skills (HOTS) effectively. This study describes pre-service science teachers' instructional practices to teach HOTS related to key aspects of inquiry. The study group comprised 15 undergraduate pre-service teachers…

Secondary school students often only use the rules for doing scientific inquiry when prompted, as if they fail to see the point of doing so. This qualitative design study explores conditions to address this problem in school science inquiry. Dutch students (N = 22, aged 14-15) repeatedly consider the quality of their work: in a conventional,…

Teachers' beliefs are strong predictors of their practices. They guide how teachers understand the implementation of effective inquiry-based lessons. The cross-case analysis indicated that the fundamental problems observed in many Thai pre-service science teachers' classroom inquiries stemmed from their beliefs on teaching science. Although the…