Citations (62)
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Chaitanya Ursekar & Shweta Naik. (2023) ‘So basically I have to speak less and give students some freedom’: how committing to a value influences a teacher’s enactment of an inquiry-based science unit. International Journal of Science Education 45:18, pages 1507-1531.
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Lilia Halim, Murni Ramli & Nurfaradilla Mohamad Nasri. (2023) The cultural dimensions of inquiry-based practices: towards a comprehensive understanding. Asia Pacific Journal of Education 43:4, pages 1328-1342.
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Dominik Šmida, Elena Čipková & Michael Fuchs. (2023) Developing the test of inquiry skills: measuring the level of inquiry skills among pupils in Slovakia. International Journal of Science Education 0:0, pages 1-36.
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Maşide Güler & Suat Ünal. (2023) Tell me a story, professor! The effect of historical science stories on academic achievement and motivation in a physics class. Research in Science & Technological Education 41:2, pages 635-652.
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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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Ayodele Abosede Ogegbo & Umesh Ramnarain. (2022) Teachers’ Perceptions of and Concerns About Integrating Computational Thinking into Science Teaching After a Professional Development Activity. African Journal of Research in Mathematics, Science and Technology Education 26:3, pages 181-191.
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Alfred M. Limbere, Mika Munakata, Emily J. Klein & Monica Taylor. (2022) Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us. International Journal of Science Education 44:12, pages 1897-1915.
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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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Suzanne Trask & Bronwen Cowie. (2022) On their own terms? Opening up senior science learning for non-specialist science students. International Journal of Science Education 44:4, pages 674-693.
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David Aguilera & Francisco Javier Perales-Palacios. (2020) Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance. Journal of Biological Education 54:3, pages 245-261.
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Suarman Halawa, Ying-Shao Hsu, Wen-Xin Zhang, Yen-Ruey Kuo & Jen-Yi Wu. (2020) Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles. International Journal of Science Education 42:7, pages 1183-1206.
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Ya-Chun Chen, Yi-Ting Pan, Zuway-R Hong, Xue-Fang Weng & Huann-Shyang Lin. (2020) Exploring the pedagogical features of integrating essential competencies of scientific inquiry in classroom teaching. Research in Science & Technological Education 38:2, pages 185-207.
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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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Joseph Paul Ferguson. (2019) Students are not inferential-misfits: Naturalising logic in the science classroom. Educational Philosophy and Theory 51:8, pages 852-865.
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Emily Perry & Stuart Bevins. (2019) Building capacity for professional development: the development of teachers as facilitators in Ghana. Professional Development in Education 45:3, pages 390-404.
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Wenyuan Yang, Cheng Liu & Enshan Liu. (2019) Content analysis of inquiry-based tasks in high school biology textbooks in Mainland China. International Journal of Science Education 41:6, pages 827-845.
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Stuart Bevins, Gareth Price & Josephine Booth. (2019) The I files, the truth is out there: science teachers’ constructs of inquiry. International Journal of Science Education 41:4, pages 533-545.
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Marta Cruz-Guzmán, Antonio García-Carmona & Ana M. Criado. (2017) An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry. International Journal of Science Education 39:13, pages 1755-1774.
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Articles from other publishers (44)
Jorge Pozuelo-Muñoz, Elena Calvo-Zueco, Ester Sánchez-Sánchez & Esther Cascarosa-Salillas. (2023) Science Skills Development through Problem-Based Learning in Secondary Education. Education Sciences 13:11, pages 1096.
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Angeliki Lithoxoidou & Triantafyllia Georgiadou. (2023) Critical Thinking in Teacher Education: Course Design and Teaching Practicum. Education Sciences 13:8, pages 837.
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Suarman Halawa, Ying-Shao Hsu & Wen-Xin Zhang. (2022) Analysis of Physics Textbooks Through the Lens of Inquiry Practices. The Asia-Pacific Education Researcher 32:4, pages 497-506.
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Bartolomé Vázquez-Bernal & Roque Jiménez-Pérez. (2021) Modeling a Theoretical Construct on Pupils’ Difficulties in Problem Solving. Science & Education 32:1, pages 199-229.
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Inés M. Bargiela, Blanca Puig, Paloma Blanco-Anaya & Lucy Avraamidou. 2023. Fostering Scientific Citizenship in an Uncertain World. Fostering Scientific Citizenship in an Uncertain World
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Ümmü Gülsüm DURUKAN. (2022) SINIF ÖĞRETMENİ ADAYLARININ FİZİK İLE İLGİLİ DÜŞÜNCE, GÖRÜŞ VE ALGILARININ İNCELENMESİEVALUATION OF PRIMARY SCHOOL TEACHER CANDIDATES' THOUGHTS, OPINIONS, AND PERCEPTIONS ABOUT PHYSICS. Anadolu Öğretmen Dergisi 6:2, pages 212-247.
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Sarah L. Ferguson. (2022) Teaching What Is “Real” About Science. Science & Education 31:6, pages 1651-1669.
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M. Rut Jimenez-Liso, Alberto Bellocchi, Maria Martinez-Chico & Rafael Lopez-Gay. (2021) A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students’ Emotional, Behavioural, and Cognitive Engagement. Research in Science Education 52:4, pages 1313-1334.
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Nagalaxmy Markandan, Kamisah Osman & Lilia Halim. (2022) Integrating Computational Thinking and Empowering Metacognitive Awareness in Stem Education. Frontiers in Psychology 13.
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Alexander Gutiérrez-Mosquera & Dary-Stella Barajas-Perea. (2022) Uso de productos cotidianos en las prácticas de laboratorio de química orgánica: una estrategia metodológica basada en la investigación dirigida. Revista Científica 44:2, pages 189-201.
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Jairo Ortiz-Revilla, Ileana M. Greca & Irene Arriassecq. (2021) A Theoretical Framework for Integrated STEM Education. Science & Education 31:2, pages 383-404.
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Radu Bogdan Toma. (2021) Effect of confirmation and structured inquiry on attitudes toward school science. School Science and Mathematics 122:1, pages 16-23.
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Deb McGregor, Sarah Frodsham & James Bird. 2022. STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. STEM, Robotics, Mobile Apps in Early Childhood and Primary Education
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Robbert Smit, Nicolas Robin & Florian Rietz. (2021) Emotional experiences of secondary pre-service teachers conducting practical work in a science lab course: individual differences and prediction of teacher efficacy. Disciplinary and Interdisciplinary Science Education Research 3:1.
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Markus Emden. (2021) Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools?. Science & Education 30:5, pages 1037-1073.
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Yoram Zemel, Gabby Shwartz & Shirly Avargil. (2021) Preservice teachers’ enactment of formative assessment using rubrics in the inquiry-based chemistry laboratory. Chemistry Education Research and Practice 22:4, pages 1074-1092.
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Fuja Novitra, Festiyed Festiyed, Yohandri Yohandri & Asrizal Asrizal. (2021) Development of Online-based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. Eurasia Journal of Mathematics, Science and Technology Education 17:9, pages em2004.
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Qiuyue Yang, Jianjun Gu & Jon-Chao Hong. (2021) Parental Social Comparison Related to Tutoring Anxiety, and Guided Approaches to Assisting Their Children's Home Online Learning During the COVID-19 Lockdown. Frontiers in Psychology 12.
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Mutian Niu, Cheng-Hung Lo & Zhiyuan Yu. (2021) Embedding Virtual Reality Technology in Teaching 3D Design for Secondary Education. Frontiers in Virtual Reality 2.
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Fuja Novitra, Festiyed & Yohandri. (2021) Preliminary research of networked-based inquiry model development to improve 21st-century competencies of students on physics learning in senior high school. Journal of Physics: Conference Series 1876:1, pages 012047.
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Claudio Fazio, Marina Carpineti, Sergej Faletič, Marco Giliberti, Gareth Jones, Eilish Mcloughlin, Gorazd Planinšič & Onofrio Rosario Battaglia. 2021. Teaching-Learning Contemporary Physics. Teaching-Learning Contemporary Physics
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Claudio Fazio, Amélia Branco, Mojca Čepič, Cláudia Faria, Odilla E. Finlayson, Cecília Galvão, Luís F. Goulão, Eilish McLoughlin, Jerneja Pavlin, Dagmara Sokołowska, Wanda Viegas & Marisa Michelini. 2021. Engaging with Contemporary Challenges through Science Education Research. Engaging with Contemporary Challenges through Science Education Research
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Melike Gülsüm UYSAL & Ayberk BOSTAN SARIOĞLAN. (2020) TEKNOLOJİ ENTEGRASYONLU SORGULAMAYA DAYALI ÖĞRENME YAKLAŞIMININ ORTAOKUL ÖĞRENCİLERİNİN KAVRAMSAL ANLAMALARINA ETKİSİ: GÜNEŞ TUTULMASI ÖRNEĞİThe Effect of Technology Integrated Inquiry Based Learning Approach to Middle School Students’ Conceptual Understanding: Example of Solar Eclipse. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 23:44, pages 863-885.
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Fer Coenders, Denis Gillet, Rola Sayegh, Nuno Gomes, Aurelle Noutahi, Nissi Madu & Isaac Kinyanjui. (2020) GO-GA: Class Experiences with Offline Inquiry Learning Spaces in Go-Lab. GO-GA: Class Experiences with Offline Inquiry Learning Spaces in Go-Lab.
T. E. Vossen, E. H. Tigelaar, I. Henze, M. J. De Vries & J. H. Van Driel. (2019) Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module. International Journal of Technology and Design Education 30:4, pages 657-686.
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Daniel Rubén Tacca Huamán & Francisco Chire Bedoya. (2020) Los aportes de la Neurociencia a la enseñanza de las Ciencias Naturales: reflexiones desde la experiencia de los estudiantes de educación secundaria. Revista de la Universidad del Zulia 11:30, pages 219-236.
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M. Rut Jiménez-Liso, Manuela González-Herrera & Isabel Banos-González. (2020) Socio-Ecological Controversies in the News as Trigger of a Model-Based Inquiry Instructional Sequence about the Effect of Global Warming on the Great Barrier Reef. Sustainability 12:11, pages 4676.
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Granada Muñoz-Franco, Ana María Criado & Antonio García-Carmona. (2018) Investigating Image Formation with a Camera Obscura: a Study in Initial Primary Science Teacher Education. Research in Science Education 50:3, pages 1027-1049.
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Toheri, Widodo, Widodo Winarso*Arif Abdul. (2020) Where Exactly for Enhance Critical and Creative Thinking: The Use of Problem Posing or Contextual Learning. European Journal of Educational Research 9:2, pages 877-887.
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Antonio García-Carmona. (2020) From Inquiry-Based Science Education to the Approach Based on Scientific Practices. Science & Education 29:2, pages 443-463.
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Guadalupe Martínez-Borreguero, Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa. 2020. Theorizing STEM Education in the 21st Century. Theorizing STEM Education in the 21st Century.
Steffen Wagner, Karel Kok & Burkhard Priemer. (2020) Measuring Characteristics of Explanations with Element Maps. Education Sciences 10:2, pages 36.
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Nikoletta A. Xenofontos, Tasos Hovardas, Zacharias C. Zacharia & Ton de Jong. (2019) Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment. Journal of Computer Assisted Learning 36:1, pages 12-28.
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Deirdre O’Neill & Eilish McLoughlin. 2020. Research and Innovation in Physics Education: Two Sides of the Same Coin. Research and Innovation in Physics Education: Two Sides of the Same Coin
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Simone Volet, Cheryl Jones & Marja Vauras. (2019) Attitude-, group- and activity-related differences in the quality of preservice teacher students' engagement in collaborative science learning. Learning and Individual Differences 73, pages 79-91.
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Iñigo Rodríguez-Arteche, Ana I. Bárcena Martín, David Rosa Novalbos & M. Mercedes Martínez-Aznar. (2019) Aprendizaje indagativo sobre los cambios físicos y químicos en la formación inicial del profesorado de secundaria. Ápice. Revista de Educación Científica 3:2, pages 1-20.
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Valérie Théric, Hélène Cheneval-Armand & Alice Delserieys. (2019) Enseignement professionnel et démarches d’investigation : le cas du Génie industriel textileVocational teaching and inquiry based teaching: the case of industrial textile engineering. Recherches en éducation:37.
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Stuart Bevins, Louise Lehane & Josephine Booth. 2019. Comparative Perspectives on Inquiry-Based Science Education. Comparative Perspectives on Inquiry-Based Science Education
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Antonio García-Carmona. (2017) Pre-service Primary Science Teachers’ Abilities for Solving a Measurement Problem Through Inquiry. International Journal of Science and Mathematics Education 17:1, pages 1-21.
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Hye-Eun Chu, Yeon-A. Son, Hyoung-Kyu Koo, Sonya N. Martin & David F. Treagust. 2019. Asia-Pacific STEM Teaching Practices. Asia-Pacific STEM Teaching Practices
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Markus Emden & Armin Baur. (2016) Effektive Lehrkräftebildung zum Experimentieren – Entwurf eines integrierten Wirkungs- und Gestaltungsmodells. Zeitschrift für Didaktik der Naturwissenschaften 23:1, pages 1-19.
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Nazeem Edwards & Lesley Le Grange. (2017) The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 36:1.
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