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The Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has been developing comparative psychology teaching exercises for over 30 years. In this paper, we provide suggestions for using the dwarf octopus (Octopus joubini) to teach students about the importance of observation, and the relationship of observation in the creation of ethograms and experimental design. Throughout this paper, students learn how to properly make an observation of a novel animal, create an ethogram, and conduct an experiment. We present a sample observation activity and three additional experiments, during which students will observe and record behaviors and environmental conditions. Students learn saltwater tank upkeep, time management, creation and coding of operational definitions, attention to changes in animal behavior, and the experimental process. These observation studies allow students to observe and record behavioral data to understand comparative psychology and experimental design.

AbstractCognitive presence is essential for fostering meaningful online learning. However, previous studies have yielded mixed results, prompting meta-analyses to synthesize findings for clearer insights. While previous studies conducted meta-analyses regarding the association between cognitive presence and learning outcomes, they lacked studies on moderating effects and relied solely on the Community of Inquiry framework, highlighting the need for further exploration. Therefore, this study performed a meta-analysis specifically investigating relationships between cognitive presence and students’ learning outcomes, involving 32 studies. Results revealed that perceived learning (r = 0.685) and satisfaction (r = 0.628) were strongly positively related to cognitive presence. Notable variation was among individual studies (93.034% for perceived learning and 97.189% for satisfaction). Four moderator variables were analyzed: college level, disciplinary areas, course duration, and scale type. Moderator analysis showed significant differences across disciplinary areas, course duration, and scale type but not college level. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

The editorial "Divergent futures – a geography of unequal concerns" explores the disparities in how the Global North and Global South envision the future, particularly regarding climate change and sustainability. While the Global North focuses on innovation and mitigation strategies, the Global South grapples with survival amidst climate vulnerability and socioeconomic challenges. The article emphasizes the need for geography and environmental education to address these inequalities, foster global citizenship, and empower students to navigate diverse futures with empathy and solidarity. Additionally, it highlights research on climate change learning, immersive virtual environments, and strategies for enhancing environmental initiatives to inspire action and sustainable solutions. [Extracted from the article]

Educators worldwide are using a variety of approaches to develop students' 21st century skills, better known as the 4Cs: communication, collaboration, critical thinking, and creativity. As part of a larger QUAN-QUAL mixed method study, this paper describes urban Bangladeshi students, teachers, and site coordinators' thoughts about the influence of a six-month inquiry-based learning (IBL) science project on middle and high students' 4C skill development. We analyzed survey data from 109 students and 20 teachers, interview data from site coordinators, and Zoom transcripts to identify areas of growth. Students reported that the project fostered the development of communication and collaboration skills. We also noted gains in critical thinking and creativity skills. Nonparametric statistics confirmed that grade levels have a statistically significant effect on the 4C skills development. However, curriculum type (British vs. National) did not have a considerable influence, showing that teachers can use IBL projects to develop 4C skills regardless of curriculum variations. This study highlights the benefits of providing teachers with professional development that targets design and implementation of IBL to foster 4C skills development across content areas and educational settings. [ABSTRACT FROM AUTHOR]

This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK, based on both their perceptions towards implementing technology into their teaching; and on their TPACK level demonstrated in inquiry-based dynamic geometry activities they designed for instructional purposes. We present a rubric for assessing teachers' TPACK level through inquiry-based dynamic geometry activities after they practiced in the mathematics lab. Our findings reveal a significant positive change in the participants' perceived TPACK, from pre-to post-intervention, only for factors that relate to the technology component and its integration with the pedagogy and content components. In the activities designed by participants, technology was more content-oriented than inquiry-oriented. No difference was found between the two participating groups in the ability to design dynamic geometry activities after they practiced in the mathematics lab. The study suggests theoretical, practical, and methodological contributions related to conceptualizing TPACK in the context of a mathematics lab and to designing TPACK training frameworks for pre- and in-service teachers. [ABSTRACT FROM AUTHOR]

Women are the fastest-growing segment of the incarcerated population and experience high rates of cumulative trauma exposure, mental illness, and PTSD. The aim of this study is to assess the implementation of a peer-led Seeking Safety (an evidence-based intervention for addressing trauma and addiction) pilot program for women in jail. Guided by principles from community-based participatory research and cooperative inquiry, participant surveys were analyzed (secondary data) using descriptive methods (n = 60), and qualitative interviews with program facilitators were conducted and analyzed using a general inductive approach (n = 7). Peer-led Seeking Safety is feasible, acceptable, and appropriate for women in jail, with high levels of participant satisfaction. We describe several "lessons learned" related to the jail context, including structure and security processes and vicarious and retraumatization experiences among facilitators. Preventing facilitator burnout is necessary for the sustainability of the program. Future implementations of Seeking Safety in jails should consider the lessons learned in this study. [ABSTRACT FROM AUTHOR]

This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning "a lot" or "a great deal." In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited. [ABSTRACT FROM AUTHOR]

This paper reflects the results from a 3-year quantitative study in higher education on inquiry-based learning (IBL). Utilizing primary data collection in a quasi-experimental survey, we examined the impact of IBL on six cohorts of undergraduate students. We aimed to answer our main research question: Can IBL be an effective pedagogy that helps students develop their key skills, through: (1) exploring how students assessed themselves and their peers on four skills; and (2) comparing student and peer assessments across social work courses utilizing IBL as pedagogy utilizing a social work course taught with traditional methods (non-IBL), and a nonsocial-work course using IBL. We analyzed the quantitative data applying bivariate analysis (paired and independent t-tests) with SPSS. We found that in social work and nonsocial-work courses using IBL as pedagogy, students and their peers identified an increase in the development of their key skills; peer-assessments were consistently higher than self-assessments. Our study reveals that IBL may offer an opportunity to provide authentic learning activities and assessments in social work education to support students' development of four key skills required for success in higher education. [ABSTRACT FROM AUTHOR]

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 effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers’ intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs – such as perceived ease of use, perceived usefulness, and attitude – do have an impact. Therefore, teachers’ willingness to adopt online platforms could facilitate education stakeholders’ efforts in training and adapting curricula for online teaching and learning activities. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of Inquiry-Based Learning (IBL) strategies in enhancing Critical Thinking (CT) skills and academic performance in the study of English Phonetics and Phonology among students at a Spanish Higher Education Institution. A total of 54 students from a Bachelor's Degree in Primary Education were divided into control and experimental groups to compare traditional teaching methods with IBL methodologies. Results indicated that students in the IBL group showed significant improvements in academic performance, critical thinking skills, and long-term retention of complex subject matter compared to those in the control group. Furthermore, the study highlights that the IBL approach not only facilitates the immediate educational outcomes but also equips students with essential cognitive tools for real-world problem-solving. This research underscores the pedagogical value of learner-centered models in the study of English Phonetics and Phonology, promoting active engagement and systematic thinking. The findings contribute to the growing body of literature advocating for the integration of active learning strategies across various disciplines and educational contexts. [ABSTRACT FROM AUTHOR]

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students' active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students' knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students' higher-order thinking skills and learning scores, proving that it significantly enhances students' creativity, problem-solving abilities, critical thinking, and knowledge construction. [ABSTRACT FROM AUTHOR]

Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world. [ABSTRACT FROM AUTHOR]

The aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology's effectiveness. The results indicated that the TLS significantly enhanced students' scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students' local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from "pre-scientific" to "uncertain inquirer" performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students' scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. [ABSTRACT FROM AUTHOR]

This study investigated whether the Key Concepts in Science Project influenced the pedagogical development of Natural Science teachers. Grounded in social constructivism, emphasising collaborative learning and hands-on interaction, the study employed qualitative methods to collect empirical data. Through photographic evidence, field notes, and focus group discussions with participating teachers, the study unveiled several themes, including the mastery of practical teaching approaches, horizontal and vertical knowledge articulation in syllabus delivery, sharing of best practices, and the significance of practical demonstrations in school settings. Field notes highlight rich information sharing and teacher commitment to professional development. The findings underscore the pivotal role of partnering with local community schools in fostering teacher optimism, resilience, and ongoing professional growth. This research offers valuable insights for educators seeking to enhance practical teaching skills and promote effective science education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore how a university-school partnership in Canada supports pre-service teachers in developing positive perceptions about learning and teaching Science, Technology, Engineering, and Mathematics (STEM) in their teacher preparation programs. This initiative provided opportunities for pre-service teachers to understand STEM as a boundary-object (i.e. S.T.E.M) and work in communities of practice toward creating and implementing lesson plans with K-12 students. Using a non-random pre- and post-intervention research design, we examine the effectiveness of this initiative by analyzing survey responses from 43 pre-service teachers. The survey consisted of 37 Likert-scale responses measuring agreement on statements relating to pre-service teachers' feelings about learning and teaching S.T.E.M. The initiative had a positive effect on pre-service teachers' perceptions and feeling of competence in teaching mathematics and S.T.E.M as a whole, their perceptions of learning S.T.E.M, and views on teaching S.T.E.M. Also, findings revealed some differences in responses by age, undergraduate field of study, and program stream. We discuss these findings and their implications for pre-service teaching programs, emphasizing S.T.E.M as a boundary-object and building communities of practice as 2 primary factors. [ABSTRACT FROM AUTHOR]

This paper is based on a reflection of my interest in science, views about science, science teacher education, and science teaching experiences. Using the self-study, I explored how my training in science education has influenced my interest in teaching science using inquiry-based learning. Anutoethnography approach was systematically used to describe and analyze my experiences through the transformation to identify my professional learning identity. Multiple data sources from academic learning, teaching experiences, workshops, and documents from lesson plans and curricula documents enabled me to understand my professional practice and build professional identity. The findings showed that teachers professional learning positively impacts their beliefs about IBL. Teachers with positive attitudes toward adopting IBL approach as facilitators are supported by their previous learning experiences. Teachers experiences in adopting IBL are influenced by their professional growth through their learning experiences and involvement in a collaborating learning community. in addition, teacher-reflective learning enables them to develop new PCK that allows them to use prior experiences to adopt strategies that could motivate students to engage in learning activities that enhance their thinking to solve problems in their inquiry lessons. Further, classroom discussions and reflections with students impact their understanding of concepts for knowledge construction. These findings suggest that engaging students in inquiry learning can be an effective way for teachers to develop their competencies to teach science, especially when responding to students questions. The findings highlight the need for integrating IBSE in teacher education programs focusing on the development of pedagogy, content and knowledge. Such development for teacher preparation could support the future teachers, in-service teachers for IBL induction and PCK for ongoing reflections for improvement in their science classroom practices. [ABSTRACT FROM AUTHOR]

Associations among self-efficacy, intrinsic motivation, and instructional methodologies fundamentally determine the success of skill acquisition within educational frameworks. This study assessed the impact of inquiry-based and computational thinking pedagogies on the outcomes among 132 students from two universities in Enugu State. The study adopted a quasi-experimental design using five instruments to assess students’ experiences. Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping via the PROCESS macro were employed to test hypotheses and examine the relationship between student engagement and achievement. The study found that inquiry-based and computational thinking pedagogies improved achievement and retention, with ability, belief and intrinsic motivation as mediators. This study contributed to extant literature by integrating the mediators into computational thinking and inquiry-based learning, presenting a groundbreaking framework that enhances critical skills acquisition in Nigerian universities. The study recommended integrating these methods into Nigerian university frameworks to enhance students’ academic achievement, retention, and critical skills acquisition. [ABSTRACT FROM AUTHOR]

Purpose: The aim is to present how an inquiry-based learning approach can enhance critical thinking in the context of sustainable development education, while also offering practical guidelines for teachers and educational institutions. Approach: This article will discuss how an inquiry-based approach to sustainable development education can foster critical thinking in students, preparing them to face the complex challenges of the modern world. Findings: The inquiry-based approach to teaching sustainable development significantly supports the development of critical thinking in students. Learners, instead of passively absorbing information, are actively engaged in problem-solving, which improves their analytical skills and ability to evaluate complex environmental and social issues. Practical implications: Critical thinking allows for a more conscious and well-considered approach to environmental and social actions, which may lead to better alignment of strategies with actual needs and greater effectiveness of the initiatives undertaken. This, in turn, increases the efficiency of efforts towards sustainable development. The article points to the need for introducing new teaching methods in schools and universities, which place greater emphasis on critical thinking and inquiry-based approaches to solving sustainability-related problems. It also highlights a holistic approach to changing educational directions. Originality/value: While critical thinking is widely studied, this approach has not been specifically applied in the context of sustainable development. The analysis of available data shows that critical thinking helps better analyze and solve issues related to climate change, resource management, and social justice. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present an escape game which is the first part of a year-round, virtual, educational role-playing game built on the e-learning platform Moodle. The game is primarily focused on chemistry, although it has a great interdisciplinary overlap into physics, biology, and mathematics. The content of the game covers topics found in the chemistry curriculum at middle school and consists of a total of ten escape rooms. Each room—a separate escape game—is a self-contained unit, linked to the others by a storyline, and can be used as an educational tool even during long-term student absences, as was the case during the COVID-19 pandemic. The first room (escape game), as well as the entire year-long game, sets the mood and introduces elements of tension that reflect the story running throughout the game. The central concept is that of carbon being one of the most important elements on planet Earth. In this article, the first escape room (called Mixtures) is explained, as well as the whole overall structure of the game. The results from the pilot test conducted on 125 students are also presented. Students solved various types of tasks, and the testing showed that they performed best when describing chemical apparatus. Conversely, students were not very successful in tasks focused on chemical calculations. Teachers also shared their experiences with the escape game through a questionnaire. The teachers very positively evaluated the multidisciplinary nature of the escape game, especially the inclusion of mathematics. [ABSTRACT FROM AUTHOR]

The metaverse offers unique opportunities for K-12 students to learn STEM subjects in online and blended settings, providing interactive and authentic experiences. Although previous studies have produced mixed findings on the influence of the metaverse on perceptions and academic achievement of online and blended STEM learning, it is necessary to study the overall impact of the metaverse on K-12 students' STEM learning and how the related factors, such as technologies used, pedagogical approaches, learners' education levels, and domains of learning, modulate STEM learning outcomes. Therefore, the study applied a meta-analysis method to assess the influence of the metaverse on K-12 students' academic achievement and perceptions of STEM in online and blended learning settings, while also examining the moderating effects in 49 studies. The effect sizes for academic achievement and perceptions were estimated to be 0.821 (indicating a great impact) and 0.575 (indicating a moderate impact), respectively. The moderation analysis showed that the learning domains and learners' education level were significant moderators of the influence of the metaverse on their academic achievement, with elementary students showing greater improvement in science subjects. Moreover, the technologies used and pedagogical approaches played a pivotal role as moderators in shaping students' perceptions of the impact of the metaverse, with VR and AR technologies and inquiry-based learning being particularly effective in terms of enhancing learner perceptions. Thus, it is recommended for teachers to actively utilize the metaverse for STEM teaching, while considering their students' educational level, learning domain, appropriate technology use, and pedagogical approaches. [ABSTRACT FROM AUTHOR]

Current trends in organic synthesis as well as in chemistry education highlight the principles of Green chemistry and call for new synthetic procedures that conform to the actual ecological and economic requirements according to the Green deal and other global challenges. This includes, for instance, replacement of aggressive and toxic reagents, optimisation of synthetic protocols to achieve the highest possible yields within the shortest reaction times, lowering the reaction temperature, solvent recycling and waste minimisation. Considering the present technological advances, replacement of classical heating by microwave irradiation turns out to be an important tool of Green chemistry that permits significant reduction of the reaction time and increase of the yield under certain conditions. In chemistry education alike, several teaching experiments have also been reported in the latest literature to show advantages of the microwave-aided synthesis of various organic compounds or to elucidate basic chemical reactivity principles (e.g. direct carboxamide synthesis, aromatic sulphonation with rearrangement). In the present study, we design a Green chemistry education project focused on microwave-aided nitration of phenol by a set of inorganic metal nitrates (i.e. sodium nitrate, calcium nitrate, copper(II) nitrate, iron(III) nitrate) in concentrated acetic acid. These inquiry-based learning experiments proceed very easily, and the reaction conditions can be controlled to achieve the first, the second or even the third degree of nitration. Along with a necessary minimum of chemistry knowledge and skills, the proposed educational experiments on microwave-aided synthesis encourage students to explore the influence of the inorganic nitrate structure on the phenol nitration products. The basic relationship between the properties of reactants and the course of this interesting organic reaction can be easily monitored by universal pH papers and thin-layer chromatography, and subsequently explained through inductive reasoning. As such, these student-centred experiments are suitable for implementation in inquiry-based chemistry education at universities or high schools oriented in natural sciences. [ABSTRACT FROM AUTHOR]

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to shape an inclusive inquiry-based learning environment for all students. The aspects of the IB-ARGI approach are illustrated and discussed by focusing on an IB-ARGI implementation on the topic of Magnets and Magnetism for 65 preschool student teachers in the context of a laboratory course in Science. The study aims to explore preschool student teachers' perception of the IB-ARGI approach as learners and future teachers using a mixed method approach and assess the intervention's learning outcomes through pre- and post-tests. The results revealed fruitful insights into how the IB-ARGI approach motivated the student teachers to actively participate in the inquiry through an immersive experience involving multiple means of engagement, representation, and action and expression. Findings concerning the learning outcomes also indicated significant learning gains for the participants. Despite this work's suggestive and exploratory nature, the study offers new perspectives and findings to the literature regarding the formation of more inclusive inquiry practices. Additionally, it contributes to opening a route in the current literature concerning the formation of more inclusive approaches and practices in science education. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of Guided Inquiry-Based Instruction (GIBI) integrated with Variation Theory in improving grade ten students' solid geometry achievement in Debre Tabor City, Ethiopia. A quasi-experimental design involving 99 students found in three classes from three government schools assigned them randomly to three groups: Experimental Group 1 (EG1, n=30) received GIBI with Variation Theory, Experimental Group 2 (EG2, n=37) received only GIBI and the Control Group (CG, n=32) followed traditional methods. Pre- and post-tests analyzed using ANCOVA and paired t-tests revealed significant improvements, with EG1 achieving the highest scores (p = .000). Effect sizes were substantial for EG1 (Cohen's d = 1.50) and EG2 (d = 1.39) compared to CG (d = .73). The results highlight that GIBI combined with Variation Theory significantly enhances students' solid geometry achievement, emphasizing the value of such kind of innovative teaching strategy to foster students' achievement in similar educational contexts. [ABSTRACT FROM AUTHOR]

This study presents an overview of practice and research methodologies in psycho-education to improve students’ mental health knowledge and skills based on optimal individual learning and collaborative learning. First, we examine the trends in psycho-educational programs that target Japanese elementary and junior high school students by identifying various challenges across practice and research. Second, we explore the optimal individual and collaborative learning approaches as well as specific educational practices. Such practices reflect the changing social circumstances, evolving perspectives on how people learn, and ongoing advancements in learning science research. Finally, we investigate how psycho-education can further evolve by employing these educational and learning approaches. Based on the findings, psycho-education must evolve beyond the traditional educator-led knowledge transmission model. In this regard, it is important to create learning environments that promote collaborative learning and emphasize optimal individualized learning experiences, which have been frequently overlooked. The implication of the findings is that by adopting these learning approaches based on student-centered knowledge creation models, psycho-education can foster the development of competencies related to students’ mental health. 【Research Impact】 Traditional psycho-education primarily relies on whole-class direct instructions by an educator along with various collaborative learning activities. Thus, this study highlights the potential of psycho-educational practice and research methodologies that consider students as active, autonomous learners. In this case, by emphasizing different environments and opportunities that support optimal individual and collaborative learning, we demonstrate how psycho-education can foster the development of competencies related to students’ mental health. [ABSTRACT FROM AUTHOR]

The document discusses various perspectives on authentic learning, highlighting the importance of connecting learning activities to real-world contexts to enhance motivation and cognitive effects. Different studies focus on disciplinary authenticity, real-world authenticity, and personal authenticity in learning environments. The studies vary the level of authenticity in simulations, out-of-school labs, knowledge-building communities, context-based learning, immersive learning, and learning at historical sites. By integrating different perspectives on authentic learning, the studies aim to advance methodological approaches for investigating the effects of authenticity on learning outcomes. [Extracted from the article]

This systematic review investigates the pedagogical affordances of Physics Education Technology (PhET) simulations in the context of teaching and learning physics. Specifically, it seeks to synthesize findings from peer-reviewed studies to understand how PhET simulations can enhance educational outcomes in physics education. The review reveals that PhET simulations provide several key pedagogical affordances that positively impact physics education. These include enhancement of conceptual understanding, promotion of interactive engagement, and support for inquiry-based learning. While the benefits of PhET simulations are significant, the review also identifies some limitations, such as the reliance on the instructor's proficiency to effectively integrate these tools into lessons and the need to complement simulations with hands-on experiments to reinforce learning. The findings of this systematic review underscore the substantial potential of PhET simulations to enhance physics education by improving conceptual understanding, promoting interactive engagement, and supporting inquiry-based learning. Despite some limitations, PhET simulations offer a valuable resource for physics educators. Future research should focus on strategies to optimize the integration of PhET in diverse learning environments and explore ways to enhance instructor training to maximize the effectiveness of these simulations. [ABSTRACT FROM AUTHOR]

This is an article about the relationship between historical scholarship and pedagogy. The teaching of history can itself be seen as a meaningful form of historical scholarship and poses some of the same methodological, theoretical, and ethical questions as historical research, albeit usually generating quite different answers to the queries. I delve into three sets of questions that are of significance to historians in our roles as researchers and as teachers. In scholarship and in teaching, it pays to consider the relationship between authority and humility. In the library and the classroom, there is a balance to be struck between narrative and analysis. In both settings, one must at times choose between historicist particularity and human universalism. I discuss each set of tensions with reference to such thinkers as Paulo Freire, bell hooks, and Friedrich Nietzsche. In each case, I also draw on my own experience in the classroom, particularly my time teaching tenth‐grade world history. Throughout, I suggest that intellectually and ethically flourishing history classrooms are often "houses with exposed beams," in which teachers initiate students as junior members in communities of historical inquiry, often, though not always, through collaborative analyses of revealing primary documents. [ABSTRACT FROM AUTHOR]

This article presents a historical and investigative narrative, "The Railway Workers' Disease," to actively engage students in science. The case focuses on the research challenges encountered by Carlos Chagas in Brazil in the early twentieth century. Chagas eventually identified a new disease, the previously unknown protozoan that caused it, and the insect vector that transmitted it: a remarkable triple discovery. By situating inquiry in a historical scenario, teachers can place students in the shoes of actual historical scientists and pose inquiry questions in an authentic context. Our students expressed a sense of being active participants alongside Carlos in conducting a scientific investigation and reported a deeper understanding of scientific practices than in their regular classes. The interactive storytelling and discussion method also enables inquiry learning about the nature of science, in addition to the standard textbook concepts of infectious diseases, protozoa, and the ecology of parasitic insects. [ABSTRACT FROM AUTHOR]

A majority of research in Computational Thinking (CT) mainly focuses on teaching coding to school students. However, CT involves more than just coding and includes other skills like algorithmic thinking. The current study developed an Online Inquiry-based Learning Platform for Computational Thinking (CT-ONLINQ) that follows Inquiry-Based Learning (IBL) pedagogy to support CT activities. IBL-based CT steps include algorithm design, analysis, and comparison of algorithms. Also, the platform allows students to explore multiple solutions to a problem and provides multiple-try feedback with hints as support during problem-solving activities. The hint generation strategy uses a Knowledge Graph that captures knowledge about the problem's solution in a machine-processible form. A six-week quasi-experimental study was conducted to determine the effectiveness of multiple-try feedback with hints on students' CT skills. The study included 79 high school students: 41 students as part of the experimental group (EG) were provided problem-specific hints, and 38 as part of the control group (CG) with CT-general hints. The results showed that the students in the EG group improved their CT skills significantly more than those in the CG group. In addition, the study also evaluates the effectiveness of intervention considering biases in gender and prior coding experience. Female students performed better than male students in both groups after the intervention. Furthermore, in EG group, observations showed that students without coding experience performed better than their counterparts with experience. The findings suggest that the IBL-based CT activity on CT-ONLINQ can be deployed to improve the CT skills of school students. [ABSTRACT FROM AUTHOR]

Data from PISA and TIMSS have recently fuelled the debate on the efficacy of Inquiry-Based Science Teaching (IBST). Some analyses of these data show that the effects of different scientific activities related to IBST carried out with students vary according to the frequency of their implementation. Extending this research, the present study focuses on several scientific activities (Conception, Problem, Hypothesis, Model, Manipulation, Discussion-IBST, Interaction), some of which have not been considered previously. It investigates the extent to which these activities are implemented in teachers' practices and their relationships with student learning. The study is based on self-reported practices of primary school teachers in France (98) and data on their students (2250) measuring their scientific knowledge, inquiry skills, views of the nature of science (NOS) and attitudes towards science. Findings show that teachers' practices are diverse, with some teachers implementing scientific activities frequently and others rarely. However, no profile of teaching practices could be associated with high or low levels of student learning. The only scientific activity for which converging positive relationships with student learning were found was modelling. This finding calls for further studies to explore the relationships of the different modelling sub-practices with student learning. [ABSTRACT FROM AUTHOR]

This paper presents findings from a research project that investigated the aspects of inquiry-based learning (IBL), specifically experiences of teacher inquiry, within initial teacher education (ITE) programmes. The participants in the project were four teacher educators and 127 student teachers with the teacher educators being the research team. The inspiration for the research was an interest in features of IBL in ITE. Firstly, opportunities for teacher inquiry, conceptualised by the team as 'intrinsic inquiry', where student teachers carried out inquiries as reflections on their practice. Secondly, student teachers experiencing, planning and reflecting on classroom inquiry, conceptualised as 'modelled inquiry'. We hoped our research would be informative for colleagues in ITE, as we knew from experience in ITE that providing opportunities for inquiry meant reflection, and acting on reflection was more likely to occur. Findings revealed many 'multiplicities of inquiry' between intrinsic and modelled enquiry, which participants had a range of views of. This paper focuses primarily on the aspects of intrinsic inquiry in teacher education, which included teacher inquiry and many other types of aspects of inquiry as outlined. However, throughout the findings reported students refer to both intrinsic and modelled inquiry. [ABSTRACT FROM AUTHOR]

This study investigated the dynamics of complex interactions within inquiry-based (IB) discussions by visualizing patterns using social network analysis. Researchers explored network measures when learners participated in inquiry-based discussions with Practical Inquiry Model (PIM) and non-PIM questions while playing the weekly moderator's role. The findings revealed that at the group level, purposefully designed IB discussions can create fairly cohesive, evenly distributed, and proportionally consistent networks. Discussions using both PIM and non-PIM questions resulted in a moderate level of interaction, as learners followed the specified requirements for the number of responses. While discussions with non-PIM questions appeared more interactive, discussions with PIM questions actually resulted in greater interaction, as evidenced by students exceeding the average number of required responses per student. The findings revealed that despite similar discussion prompts and discussion requirements in both PIM and non-PIM, the flow of information can vary based on how closely learners are connected. At the individual level, the results showed that learners' levels of participation, influence, and network positions fluctuated and shifted in each discussion. In addition, the results did not reveal any impact of the moderator's role on learner participation and interaction in discussions with both PIM and non-PIM questions. This study's findings can help researchers and practitioners design a well-distributed network to enhance learner interaction in inquiry-based discussions with the balance of PIM and non-PIM questions. [ABSTRACT FROM AUTHOR]

Science process skills (SPS) are considered essential for scientific and technological eras nowadays. This study aims to provide information on how SPS in Indonesia have been researched from 2016 to 2022, including the number of studies conducted, research designs used, frequently addressed science topics, interventions, assessment instruments used, and data analysis techniques applied. We applied content analysis across numerous science education journals authored in Indonesia over 7 years. The analysed articles were filtered from 14 Indonesian science education journals selected from the SINTA database with SINTA 1-6 index ratings. Articles were searched using keywords such as "Science Process Skills and Science Education" and the selection resulted in the review of 86 articles. This up-to-date research has revealed a fluctuation in the number of articles mainly focused on SPS from year to year. Among those articles, quantitative research was the researchers' most popular method for examining SPS. 8th grade Junior High School (JHS) and 10th grade Senior High School (SHS) pupils were frequently chosen as study participants. The most frequently selected topic for the study of SPS were physics (38%), biology (33%), chemistry (9%), and unidentified topics (20%). Inquiry-based learning was the most common research focus, with test sheets and t-tests being the most frequently utilised for analysing data. This SPS review research is important to provide results to identify future areas of research and promote the development of SPS in science education. Several suggestions for future studies on SPS have been made based on the study's outcomes. [ABSTRACT FROM AUTHOR]

Developing students' research skills not only increases their academic success but also equips them with essential abilities to interact with society and meet challenges in life. This study aims to investigate the inquiry skills of undergraduate students and identify the factors influencing these skills. Employing a relational research design, a quantitative approach was employed, with a sample of 554 undergraduate students. Data were gathered through the administration of the "Inquiry Skills Scale." Statistical analyses, including independent t-tests, one-way analysis of variance, and stepwise multiple regression, were conducted. Results revealed that participating students demonstrated a high level of inquiry skills. Moreover, those who perceived themselves as academically successful exhibited higher inquiry skills compared to their less successful counterparts. Students not considering post-graduate education showed lower inquiry skills than those aiming for it or undecided students. The primary predictors of students' inquiry skills were identified as their perception of academic success, followed by their perception of partial success, and their level of willingness in their chosen departments. Based on these findings, it is recommended that targeted interventions be implemented, both within the classroom and through extracurricular activities, to support students with lower levels of questioning skills. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Chinese Language Education is the property of Education University of Hong Kong and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Research & Development / Jiao Yu Yan Jiu Yu Fa Zhan Gi Kan is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study investigates the utilization of spatial identity creation within cultural tourism as a foundational guideline for designing spatial development strategies, mainly focusing on its integration into design education as a primary pedagogical tool. The research enriches practical design learning using a case study methodology by emphasizing spatial identity comprehension. Specifically, the article aims to incorporate the Inquiry-Based Learning method into design courses to cultivate interior design strategies tailored to small hotels and explore tourists' perceptions of environmental design. Utilizing a mixedmethods approach encompassing qualitative and quantitative methodologies, the study conducts in-depth interviews with two distinct sample groups to discern key design factors that effectively communicate spatial identity and to scrutinize environments embodying such identities. The findings underscore the significance of integrated designs aligned with user behavior and needs, efficient interior layout principles, consideration of human proportions, and the strategic application of distinctive colors to foster customerfriendly environments. Furthermore, the research underscores the importance of prioritizing safety and durability in material selection and incorporating architectural motifs to convey spatial significance effectively. These outcomes significantly contribute to developing practical design learning aligned with the research objectives. [ABSTRACT FROM AUTHOR]

Adaptivity in advanced learning technologies offer the possibility to adapt to different student backgrounds, which is difficult to do in a traditional classroom setting. However, there are mixed results on the effectiveness of adaptivity based on different implementations and contexts. In this paper, we introduce AI adaptivity in the context of a new genre of Intelligent Science Stations that bring intelligent tutoring into the physical world. Intelligent Science Stations are mixed-reality systems that bridge the physical and virtual worlds to improve children's inquiry-based STEM learning. Automated reactive guidance is made possible by a specialized AI computer vision algorithm, providing personalized interactive feedback to children as they experiment and make discoveries in their physical environment. We report on a randomized controlled experiment where we compare learning outcomes of children interacting with the Intelligent Science Station that has task-loop adaptivity incorporated, compared to another version that provides tasks randomly without adaptivity. Our results show that adaptivity using Bayesian Knowledge Tracing in the context of a mixed-reality system leads to better learning of scientific principles, without sacrificing enjoyment. These results demonstrate benefits of adaptivity in a mixed-reality setting to improve children's science learning. [ABSTRACT FROM AUTHOR]

The article "A Closer Look: Research and Risk Taking in Teacher Preparation" by Maleka Donaldson delves into the significance of inquiry-based learning and teacher research in early childhood education. It underscores the importance of preservice teachers engaging in authentic inquiry experiences, taking intellectual risks, and learning from their mistakes. The challenges faced by preservice teachers in meeting classroom project requirements are discussed, along with the value of fostering a growth mindset and embracing errors as part of the learning process. Donaldson advocates for teacher educators to support preservice teachers in developing inquiry-focused engagement and reflective practices to enhance their professional growth. The collection of academic articles covers a range of topics such as teacher stress, classroom discourse, and learner engagement with feedback, offering valuable insights for educators and researchers in the education field. The diverse perspectives presented in these articles contribute to a deeper understanding of the complexities and opportunities within the education sector. [Extracted from the article]

Copyright of Bulletin of Educational Research is the property of National Taiwan Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gamification has become a topic of interest for researchers and educators, particularly in science education, in the last few years. Students of all educational levels have consistently faced challenges when grasping scientific concepts. However, the effectiveness of gamification, especially in terms of academic performance, has shown mixed results. This has led researchers to explore a new alternative approach, adaptive gamification. Our study compared the effects of adaptive gamification with traditional inquiry-based learning. Two classes of 9-year-old students participated, with the experimental group using adaptive gamification and the control group following a more conventional teaching approach using inquiry-based lessons and experiments. Both groups were tested before and after the lessons, and their results were analyzed using SPSS. The findings revealed that while both groups showed a significant difference after the lessons, the experimental group had significantly higher scores than the control group. Particularly significant results were observed regarding learning improvements based on students' gender, with female and male students in the experimental group demonstrating significant improvement. In contrast, in the control group, only the male students displayed significant learning improvement. This research contributes significantly to the relatively new field of adaptive gamification in science education and the improvement of students' science learning, particularly in the context of gender differences. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) technologies continue to revolutionize various sectors, including their incorporation into education, particularly in K-12 science education, which has become evidently significant. This paper presents a bibliometric analysis and systematic review that examines the incorporation of AI technologies in K-12 science education. A total of 20 studies, comprising journal articles and conference proceedings published between 2013 and 2023 and sourced from the Scopus database, were analyzed to identify leading journals, influential papers, and authors, and county-wise contributions. The study reveals that AI technologies, including robotics, chatbots, machine learning, automated scoring - feedback, and neural networks, have demonstrably enhanced learning outcomes, increased student engagement, and facilitated personalized education in science classrooms. Further, the review identifies diverse methodological approaches and pedagogical strategies, including hands-on learning, blended learning models, inquiry-based methods, and feedback-based learning, as practical means of incorporating AI within science classrooms. Moreover, the key findings emphasized the importance of professional development, infrastructure investment, and ethical guidelines to support equitable implementation of AI in science education. This study also advocates future research investigating long-term impacts, ethical considerations, and qualitative insights to fully understand AI's potential in enhancing K-12 science education. [ABSTRACT FROM AUTHOR]

The research aimed to enhance the experimental science skills of 9th grade students by implementing inquiry-based learning management. Specifically, the goal is for students to achieve a passing score of at least 70% of the total points on assessments. The study involved 20 of 9th grade students from Anukulnaree School, located in Kalasin province, Thailand. The action research focused on the development of students' skills in experimental science, particularly through an inquiry-based approach to learning about the separation of substances. An inquiry-based learning management strategy effectively improved the students' experimental science skills. The research instruments were inquiry-based lesson plan, and experimental science skills test. Each cycle was measured by post-test design. Descriptive statistics were employed for data analysis. The results revealed that 75% of the students met the established criterion of achieving a passing score of 70%. This suggests that the inquiry-based approach was effective in helping students meet the established educational standards.

This study examined integrated science questions of the Basic Education Certificate Examination (BECE) in Ghana at the end of grade 9. Results from BECE determine which senior high school a student can attend. Science questions (n = 751) over the span of eight years were analyzed in this study and viewed under the lens of the revised Bloom’s Taxonomy using content analysis. Results show that the majority of the test questions fall under the categories of remembering facts and understanding issues in the revised Bloom’s Taxonomy. There were fewer questions related to applying acquired knowledge and analyzing or evaluating issues. Test questions did not include items testing the creation of new knowledge or related combinations. Questions were proportionally distributed across agriculture and environmental science, and the natural sciences (biology, physics, and chemistry). The test also contained several inquiry-related questions distributed across the taxonomy levels and various disciplines. Inquiry questions spanned remembering, understanding, applying, analyzing, and evaluating with most questions belonging to remembering and understanding. By emphasizing higher-order thinking skills such as analysis, evaluation, and creation in test questions, it is possible that the test may direct science education to enhance students’ competencies in their personal and professional lives.