Citations (131)
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Edyth Priscilla Campos Silva, Sérgio Torquato de Oliveira & Luiz Gustavo Franco. (2024) Evaluation of knowledge in science lessons: an analysis of epistemic practices in an 8th grade classroom. International Journal of Science Education 46:5, pages 462-484.
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Maria Carme Peguera-Carré, David Aguilar Camaño, Manel Ibáñez Plana & Jordi L. Coiduras Rodríguez. (2024) The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge. Journal of Science Teacher Education 35:2, pages 198-220.
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Emmanuel Ahr, Patrice Potvin, Patrick Charland, Pierre Chastenay, Lorie-Marlène Brault Foisy, Marie-Hélène Bruyère, Bénédicte Boissard & Guillaume Cyr. (2023) The Paper Towels Challenge: an open-ended scientific inquiry activity to promote science understanding, scientific skills and 21st century skills. Science Activities 60:4, pages 147-156.
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Kirsti Marie Jegstad. (2023) Inquiry-based chemistry education: a systematic review. Studies in Science Education 0:0, pages 1-63.
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Tonje Tomine Seland Strat & Kirsti Marie Jegstad. (2023) Norwegian Teacher Educators’ Reflections on Inquiry-Based Teaching and Learning in Science Teacher Education. Journal of Science Teacher Education 34:6, pages 624-644.
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Anastasios Zoupidis, Vasilis Tselfes & Petros Kariotoglou. (2023) Pre-service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods. International Journal of Early Years Education 31:3, pages 738-752.
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Johanna Kranz, Armin Baur & Andrea Möller. (2023) Learners’ challenges in understanding and performing experiments: a systematic review of the literature. Studies in Science Education 59:2, pages 321-367.
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Tonje Tomine Seland Strat, Ellen Karoline Henriksen & Kirsti Marie Jegstad. (2023) Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education 0:0, pages 1-59.
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Andreas Vorholzer, Verena Petermann, Joé Weber, Annette Upmeier zu Belzen & Rüdiger Tiemann. (2022) Explicit instruction on procedural and epistemic knowledge – is it happening? A video-based exploration of classroom practice. Research in Science & Technological Education 0:0, pages 1-20.
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Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor & Romarzila Omar. (2022) A scoping review of the effects of a technology-integrated, inquiry-based approach on primary pupils’ learning in science. Research in Science & Technological Education 0:0, pages 1-20.
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Stine Mariegaard, Lars Dupont Seidelin & Jesper Bruun. (2022) Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education. International Journal of Research & Method in Education 45:5, pages 518-534.
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Yonghe Zheng, Shuwen Yu, Mian Zhang, Jingying Wang, Xuanyang Yang, Sheng Zheng & Xiaomei Ping. (2022) Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us. Research in Science & Technological Education 0:0, pages 1-27.
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Nani Teig, Ronny Scherer & Rolf Vegar Olsen. (2022) A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education 44:12, pages 2035-2058.
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Hortensia Morón-Monge & Antonio García-Carmona. (2022) Developing prospective primary teachers’ learning-to-learn competence through experimental activities. International Journal of Science Education 44:12, pages 2015-2034.
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Megan Franks Plenge, Bryant L. Hutson & Lauren E. Graniero. (2022) The BeAMS project: Using inquiry and modeling to introduce students to the research process in an introductory geology laboratory. Journal of Geoscience Education 70:3, pages 368-383.
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Sonja M. Mork, Berit S. Haug, Øystein Sørborg, Subashini Parameswaran Ruben & Sibel Erduran. (2022) Humanising the nature of science: an analysis of the science curriculum in Norway. International Journal of Science Education 44:10, pages 1601-1618.
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Mari Fukuda, Shiva Hajian, Misha Jain, Arita L. Liu, Teeba Obaid, John C. Nesbit & Philip H. Winne. (2022) Scientific inquiry learning with a simulation: providing within-task guidance tailored to learners’ understanding and inquiry skill. International Journal of Science Education 44:6, pages 1021-1043.
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Nicole M. James, Bailey Zo Kreager & Nicole D. LaDue. (2022) Predict-observe-explain activities preserve introductory geology students’ self-efficacy. Journal of Geoscience Education 70:2, pages 238-249.
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A. Solé-Llussà, D. Aguilar & M. Ibáñez. (2022) Video-worked examples to support the development of elementary students’ science process skills: a case study in an inquiry activity on electrical circuits. Research in Science & Technological Education 40:2, pages 251-271.
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Paulo Lima Junior, Per Anderhag & Per-Olof Wickman. (2022) How does a science teacher distinguish himself as a good professional? An inquiry into the aesthetics of taste for teaching. International Journal of Science Education 44:5, pages 815-832.
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Sonja M. Mork, Ellen K. Henriksen, Berit S. Haug, Doris Jorde & Merethe Frøyland. (2021) Defining knowledge domains for science teacher educators. International Journal of Science Education 43:18, pages 3018-3034.
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Michel Grangeat, Christine Harrison & Jens Dolin. (2021) Exploring assessment in STEM inquiry learning classrooms. International Journal of Science Education 43:3, pages 345-361.
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Regula Grob, Monika Holmeier & Peter Labudde. (2021) Analysing formal formative assessment activities in the context of inquiry at primary and upper secondary school in Switzerland. International Journal of Science Education 43:3, pages 407-427.
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Till Bruckermann, Daniela Fiedler & Ute Harms. (2021) Identifying precursory concepts in evolution during early childhood – a systematic literature review. Studies in Science Education 57:1, pages 85-127.
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Marco Reith & Andreas Nehring. (2020) Scientific reasoning and views on the nature of scientific inquiry: testing a new framework to understand and model epistemic cognition in science. International Journal of Science Education 42:16, pages 2716-2741.
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Mathias Ropohl & Silke Rönnebeck. (2019) Making learning effective – quantity and quality of pre-service teachers’ feedback. International Journal of Science Education 41:15, pages 2156-2176.
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Jaana Herranen, Päivi Kousa, Erik Fooladi & Maija Aksela. (2019) Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International Journal of Science Education 41:14, pages 1977-1998.
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Andreas Vorholzer & Claudia von Aufschnaiter. (2019) Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct. International Journal of Science Education 41:11, pages 1562-1577.
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Jaana Herranen & Maija Aksela. (2019) Student-question-based inquiry in science education. Studies in Science Education 55:1, pages 1-36.
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Zvia Fund & Nir Madjar. (2018) The influence of scaffolded computerised science problem solving on motivational aspects. International Journal of Science Education 40:18, pages 2265-2291.
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Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor & Romarzila Omar. ‘How do plants grow?’: teaching photosynthesis using digital inquiry-based science learning. Science Activities 0:0, pages 1-14.
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Cornelia Stiller & Matthias Wilde. Full-Structured or Supported by Incremental Scaffolds? Effects on Perceived Competence and Motivation. The Journal of Experimental Education 0:0, pages 1-22.
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Articles from other publishers (99)
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Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin & Saripah Salbiah Syed Abdul Azziz. (2024) The impacts of open inquiry on students’ learning in science: A systematic literature review. Educational Research Review 43, pages 100601.
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Ayodele Abosede Ogegbo, Umesh Ramnarain & Joseph Krajcik. (2024) Factors predicting teachers' implementation of inquiry‐based teaching practices: Analysis of South African TIMSS 2019 data from an ecological perspective. Journal of Research in Science Teaching.
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Nani Teig. (2023) Uncovering Student Strategies for Solving Scientific Inquiry Tasks: Insights from Student Process Data in PISA. Research in Science Education 54:2, pages 205-224.
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Anastasios Zoupidis, Vassilis Tselfes & Petros Kariotoglou. (2024) Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?. Education Sciences 14:4, pages 363.
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Xiying Li, Yuelai Zhang, Fabi Yu, Xingyu Zhang, Xin Zhao & Zhongling Pi. (2024) Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis. Disciplinary and Interdisciplinary Science Education Research 6:1.
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Abdelkrim Hasni & Vincent Belletête. (2024) Regards d’enseignants du secondaire au Québec sur l’enseignement et l’apprentissage par projet en sciences et technologie: place, significations et visées. Canadian Journal of Science, Mathematics and Technology Education 23:4, pages 622-643.
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Shaohui Chi & Zuhao Wang. (2023) How Peer Feedback After Hands-On Scientific Inquiry Activities Affects Students’ Scientific Inquiry Competence?. Research in Science Education 53:6, pages 1035-1061.
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Tobias Lieberei, Virginia Deborah Elaine Welter, Leroy Großmann & Moritz Krell. (2023) Findings from the expert-novice paradigm on differential response behavior among multiple-choice items of a pedagogical content knowledge test – implications for test development. Frontiers in Psychology 14.
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Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter & Zacharias C. Zacharia. (2023) Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review 39, pages 100536.
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Antonio García-Carmona. (2020) STEAM, ¿una nueva distracción para la enseñanza de la ciencia?. Ápice. Revista de Educación Científica 4:2, pages 35-50.
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Katrin Kruse, Katrin Knickmeier, Daniela Honorato‐Zimmer, Magdalena Gatta‐Rosemary, Anna Weinmann, Tim Kiessling, Katrin Schöps, Martin Thiel & Ilka Parchmann. (2020) Following the Pathways of Plastic Litter – An international Citizen Science project for promoting K12 students’ scientific literacy. CHEMKON 27:7, pages 328-336.
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Lukas Rokos & Radka Zavodska. (2020) Efficacy of Inquiry-Based and “Cookbook” Labs at Human Physiology Lessons at University Level - Is There an Impact in Relation to Acquirement of New Knowledge and Skills?. Eurasia Journal of Mathematics, Science and Technology Education 16:12, pages em1909.
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Antti Lehtinen, Sami Lehesvuori & Jouni Viiri. (2017) The Connection Between Forms of Guidance for Inquiry-Based Learning and the Communicative Approaches Applied—a Case Study in the Context of Pre-service Teachers. Research in Science Education 49:6, pages 1547-1567.
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Hsiao‐Ching She, Huann‐shyang Lin & Li‐Yu Huang. (2019) Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy. Journal of Research in Science Teaching 56:10, pages 1309-1340.
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Marta Romero-Ariza, Antonio Quesada, Ana Maria Abril, Peter Sorensen & Mary Colette Oliver. (2019) Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment. EURASIA Journal of Mathematics, Science and Technology Education 16:1.
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Orna Dahan, Bat-Shahar Dorfman, Serkan Sayin, Brittany Rosener, Tiffany Hua, Anat Yarden & Amir Mitchell. (2019) Harnessing robotic automation and web-based technologies to modernize scientific outreach. PLOS Biology 17:6, pages e3000348.
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Gustavo ValbuenaBridget O’BrienOlle ten CatePatricia O’Sullivan. (2019) Inquiry in the Medical Curriculum: A Pedagogical Conundrum and a Proposed Solution. Academic Medicine 94:6, pages 804-808.
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John Jerrim, Mary Oliver & Sam Sims. (2019) The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction 61, pages 35-44.
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Vanessa de Andrade, Sofia Freire & Mónica Baptista. (2017) Constructing Scientific Explanations: a System of Analysis for Students’ Explanations. Research in Science Education 49:3, pages 787-807.
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