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Engaging students in inquiry is a key component in order to fulfill essential goals in science education. To achieve successful engagement in inquiry process, students need to feel competent and autonomous in spite of the cognitive and mental challenges the process entails. The study focuses on the "problematizing" mechanisms of scaffolds and highlights the centrality of metacognition in the inquiry process. The study's primary goal was to examine how providing students involved in inquiry with individual, social, or a combination of both metacognitive scaffoldings affected their expressions of competence and autonomy. Using both qualitative and quantitative methods, we examined middle-school students' expressions of competence and autonomy in an online asynchronous forum that accompanied a year-long socio-scientific inquiry process. The process included four research conditions which differed by the metacognitive scaffolding students received: only individual, only social, both individual and social, and no metacognitive scaffolds. Although no significance difference was observed in students' expressions of competence in the initial phases of the inquiry among the research groups, students who received individual or social metacognitive scaffolding increased these expressions as they progressed through the process. Expressions of competence by students who received a combination of both types of support remained constant. In contrast, a significant decrease in students' expressions of competence was observed in the control group. Regarding autonomy, students' expressions of autonomy from all scaffolded conditions remained constant throughout the inquiry process, except for a significant decrease, experienced by students in the control group. The results are discussed through the lens of problematizing mechanism by which metacognitive scaffolding operate.

One of today's challenges in science education involves the development of appropriate conceptions of inquiry teaching and realizing how these experiences can support students' understanding of the nature of science and inquiry (NOS and NOSI). To meet this challenge, we developed a course for in-service science teachers, in which explicit-reflective instruction of NOS was coupled with an open inquiry process. This process included documentation tools adjusted to emphasize the dynamic, logical, and reflective aspects of scientific inquiry. Teachers' documentations, reflections, and questionnaires were examined for indications of perceptual connection between comprehending the essence of dynamic open inquiry and understanding certain NOS tenets. The results indicated that the in-service teachers experienced all criteria of dynamic open inquiry, however not to the same extent. By focusing on four teachers who clearly addressed changes in their perspective of NOS and NOSI, we were able to examine the nature of those changes, and relate them to the teachers' personal experiences and perceptions of the characteristics of dynamic open inquiry. Our results suggest that the participants' personal experiences and perceptions of the dynamic characteristics of open inquiry play a crucial role in shaping their understanding of NOS and NOSI. The findings of this research underscore the importance of enhancing teachers' personal experiences and perceptions of the dynamic characteristics of open inquiry, as a vehicle to improve their understanding of NOS and NOSI.

This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and quantitative methods, we analyzed teachers' reflections and characterized their expressions of the dynamic characteristics of open inquiry. The results indicate that metacognitive prompts focused teachers' attention to the characteristics of open inquiry, which were expressed in their reflections. These expressions varied according to the metacognitive prompts used to support the teachers. The results have implications for teachers' professional development, specifically for the design of metacognitive prompts to support teachers in internalizing the dynamic nature of open inquiry.

Inquiry provides opportunities to engage students in authentic science. Although inquiry's underlying principles can motivate students to learn, the challenges that students encounter may hamper their motivation. Thus, the teacher's role in providing motivational support is crucial. This research examines how the interplay among the inquiry's characteristics, the challenges encountered by students, and the motivational support provided by the teacher affects students' expression of motivation throughout an online inquiry process. The messages of both the teacher and the students were examined using self-determination theory (SDT). The results indicate that the students did not automatically embrace the autonomous characteristic of open inquiry. Their expressions of motivation were dynamic, affected by the challenges that they encountered. In contrast, the teacher maintained high levels of autonomy and competence and intertwined these components in a strategy that we term "guided autonomy." The teacher and students expressed high-order expressions of affect. In addition, we found a positive correlation between the teacher's motivational support and the students' expressions of motivation. The results indicate that SDT can provide a powerful framework for understanding students' unfolding motivation throughout a challenging educational process and for guiding teachers' efforts in supporting the motivation of their students in an online environment.

Computer-based simulations are highly effective in supporting students' deep conceptual understanding of scientific ideas. However, in the unprecedented era of the COVID-19 outbreak, students around the world experienced an induced state anxiety, which may have affected their engagement with the learning environments and ultimately their academic outcomes. This crisis underscores the global need to examine the learning processes and identify means of supporting students' engagement under stressful conditions. With this goal in mind, the current study evaluated the impact of COVID-19 induced anxiety on the learning process of 187 undergraduate students by means of computer-based simulation during a quarantine. Findings show that 56% of the students reported experiencing anxiety following the COVID-19 outbreak. A bivariate parametric analysis demonstrated that this COVID-19 induced anxiety had a negative impact on students' engagement. Indirect model analysis revealed that emotional disaffection in terms of boredom mediated the negative effect of COVID-19 induced anxiety on students' engagement. From a theoretical perspective, these findings highlight the pivotal role of boredom in students' learning processes in times of externally induced anxiety. From a pedagogical perspective, our findings highlight the necessity to implement teaching approaches that attend to boredom to mitigate the negative effects of externally induced anxiety. [ABSTRACT FROM AUTHOR]

Students often perceive school science as purely theoretical, overloaded with facts, and mostly disconnected from their school, home, and community life. One way to bridge the disconnection between school science and lived experiences, and support students in realizing the relevance of science to their everyday life, is by enabling them to integrate their funds of knowledge (FoK), the knowledge and expertise people have because of their roles in their families, communities, and culture, within science. To support students in this task, we developed Together with Science, a series of Vlogs (video blogs) designed to guide families and students through home‐based experiments and support the emergence of a third space, where science and everyday life intersect. The Vlogs provided the necessary scientific background for the experiments and encouraged participants to share aspects of their lived experiences and reflect upon the realization of scientific phenomena in their lives. Using videotaped discussions of students and family members, we examined the interactions between them, as well as the FoK addressed in the conversation. The results indicate that multiple types of interactions emerged between students and family members, as they jointly conducted the science experiments and discussed their findings. Shifts in these interactions were associated with the development of a shared third space, in which both students and family members were able to concurrently relate everyday life to the scientific phenomenon. Most FoK were associated with participants' homes and culture. Our results suggest that family members can serve as brokers to support their children in realizing the relationship between science and their everyday life, by bringing in their unique FoK into the scientific discussion, and highlighting the importance of thoughtfully designed learning environments to support them in the process. [ABSTRACT FROM AUTHOR]

The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the "Meta-CIC" model, which is designed to develop students' environmental literacy, in parallel to supporting their metacognition. The core of this model is open inquiry-based learning. An explicit environmentally focused metacognitive guidance ("Meta") was embedded within the inquiry setting. This guidance referred to the components of metacognition and the strands of environmental literacy. The model includes two levels of collaboration: the "Collaborating Inquiry" (CI), which refers to the interactions between a pair of students working on an inquiry project; and the "Collaborating Inquiry Community" (CIC), which refers to the interactions among pairs of students working on different projects. We investigated the contribution of the "Meta"-CIC model to students' expression of environmental literacy. For this purpose, 250 seventh and eight grade students, who conducted open inquiry projects throughout a full school year, participated in this research. We examined students' environmental literacy using two tools: an environmental literacy questionnaire, which adopts a positivist, outcome-based approach; and an innovative Environmental Literacy INventory (ELIN), which adopts a phenomenological process-based approach. The environmental literacy questionnaire served as pre- and post-test measurements. The ELIN was used to analyze students' reflections, following their involvement in the inquiry process. The results of this study provide supporting evidence for the theoretical relationship between metacognition and environmental literacy, and demonstrate the different effects of the "Meta" and the "CIC" components on students' expressions of environmental literacy. The results also point to the importance of providing explicit and context-based metacognitive support. This study highlights the importance of developing students' high order thinking and implementing the "Meta-CIC" model, within the framework of environmental education.

Our research examined the effect of the Meta-CIC model on students' metacognitive performances in an online discussion. This model embeds individual and social metacognitive support within an inquiry computer-supported collaborative learning (CSCL) environment. The research population consisted of 150 high-achieving 7th- and 8th-grade students who were divided into four research groups, according to the instructional method to which they were exposed. An online discussion forum accompanied the students' inquiry process. The results indicate that the individual metacognitive support significantly affected students' online metacognitive performances, while the social metacognitive support increased the students' involvement in their peers' learning processes, and enabled them to collaborate in the CSCL. We therefore recommend embedding the Meta-CIC model in a CSCL environment as a means to develop students' online metacognitive performances. [ABSTRACT FROM PUBLISHER]