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Demet Sahin Kalyon; Yasemin Özdem Yilmaz – Science & Education, 2025
Argumentation is an indispensable part of scientific knowledge construction, and the inquiry laboratory is full of opportunities for argumentation. Yet, at primary schools, students learn science without any inducement to argumentation or inquiry. To fill this need, this study was aimed to develop pre-service primary teachers' understanding of and…
Descriptors: Persuasive Discourse, Preservice Teachers, Elementary School Teachers, Knowledge Level
F. J. García; E. M. Lendínez; A. M. Lerma; A. M. Abril – ZDM: Mathematics Education, 2024
Existing research has highlighted the key role of observation and reflection in teacher learning during lesson study interventions, and how challenging it can be for pre-service teachers. This study focuses on the post-lesson discussion phase and on the observation of the research lesson of a lesson study process. It is carried out with early…
Descriptors: Preservice Teachers, Knowledge Level, Early Childhood Teachers, Communities of Practice
C. F. J. Pols; P. J. J. M. Dekkers – Physical Review Physics Education Research, 2024
Acknowledgement of the limited learning outcomes in our first-year physics lab course, strikingly similar to the observed and reported issues in literature, incited renewal of the course with a focus on developing students' ability to engage in experimental physics research. The "procedural and conceptual knowledge (PACKS)…
Descriptors: Physics, Science Laboratories, Student Research, Science Process Skills
Rebecca Heaton – Research in Education, 2024
This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators,…
Descriptors: Art Education, Knowledge Level, Personal Autonomy, Ethnography
Pin-Hui Li; Hsin-Yu Lee; Chia-Ju Lin; Wei-Sheng Wang; Yueh-Min Huang – Journal of Educational Computing Research, 2025
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…
Descriptors: Computer Software, Artificial Intelligence, Synchronous Communication, Active Learning
Penny M. Rowe; James Bernhard; Jacob Price; Anoushka Adhav; Danielle Dolan; Anna Van Boven; Lea Fortmann; Michael Town; Steven Neshyba – Journal of Geoscience Education, 2025
Climate change is a major concern to undergraduate students. Understanding climate change relies on an understanding of polar regions. However, courses on polar regions are rare at undergraduate institutions. Polar ENgagement through GUided INquiry (PENGUIN) modules were designed to give students experience with polar research in a variety of…
Descriptors: Statistics Education, Inquiry, Active Learning, Undergraduate Students
Bergey, Bradley W.; Cromley, Jennifer G.; Kaplan, Avi; Bloxton, James D., II – Journal of Experimental Education, 2023
Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical base for whether and how student-generated questions are associated with comprehension monitoring and whether they predict performance remain open questions. To address these, we investigated the questions undergraduate students in an…
Descriptors: Chemistry, Science Instruction, Undergraduate Students, Questioning Techniques
Sinem Gencer; Funda Ekici – Journal of Chemical Education, 2022
The purpose of this study was to improve preservice chemistry teachers' understanding of surface tension by using guided-inquiry activities. Ten preservice chemistry teachers participated in this study. Data were collected with open-ended questions on the effect of molecular weight, branching, and temperature on surface tension before and after…
Descriptors: Preservice Teachers, Chemistry, Preservice Teacher Education, Scientific Concepts
Beth Archer-Kuhn; Natalie Beltrano; Juyan Wang; Sahar Esmaeili – Journal of Teaching in Social Work, 2025
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…
Descriptors: Active Learning, Inquiry, Social Work, Skill Development
Md Arman Hossain; Eero Sormunen – Information and Learning Sciences, 2025
Purpose: The purpose of this study is to develop a novel guided inquiry-based pedagogical practice embedded into regular library and information science (LIS) courses to improve LIS students' information literacy (IL) in a developing country. Design/methodology/approach: A guided inquiry-based pedagogical practice for IL instruction was introduced…
Descriptors: Library Science, Information Science, College Students, Information Literacy
Rasis, Rifqi; Paidi; Suhartini; Kuswanto, Heru; Hartanti, Ratna Dyah – Journal of Teacher Education for Sustainability, 2023
Pre-service biology teachers' environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers' environmental…
Descriptors: Environmental Education, Literacy, Biology, Preservice Teachers
Amal Ibourk; Lauren Wagner; Clausell Mathis – Research in Science & Technological Education, 2023
Background: Understanding the properties of sound is difficult for students across all grade levels and even preservice elementary teachers (PSETs). Because of their abstract nature, there are challenges interpreting common features of sound waves. Purpose: The goal of this study is to understand pre-service elementary teachers' (PSETs)…
Descriptors: Preservice Teachers, Elementary School Teachers, Acoustics, Electronic Learning
Wei-Zhao Shi; Chunying Zuo; Jingying Wang – Physical Review Physics Education Research, 2025
Previous research has shown that in prehigher education stages, inquiry-based teaching is not sufficient for forming a mature understanding of the nature of science (NOS). However, there is relatively little research conducted on colleges. Inquiry-based teaching should not overlook cognitive frameworks, as students' limited scientific reasoning…
Descriptors: Teaching Methods, Inquiry, Active Learning, College Science
Khureerung, Adchara Chaisri; Thao-Do, Thi Phuong – Journal of Educational Issues, 2022
The objectives of this research were: (1) To develop and examine a learning model using STEM activities for pre-service science teachers; and (2) To study the condition and develop a learning model using STEM activities in science teaching integrated with Thai local context using schools and communities as bases. The target group of the research…
Descriptors: Preservice Teachers, STEM Education, Science Instruction, Learning Activities
Helena Kolon; Patricia Ann Mabrouk – Journal of Chemical Education, 2022
Little is known concerning chemistry and biochemistry majors' understanding of research and scientific inquiry. In this three-year qualitative research study, chemistry and biochemistry majors were interviewed before and after participating in a National Science Foundation-sponsored Research Experiences for Undergraduates (REU) program at a…
Descriptors: Chemistry, Biochemistry, Majors (Students), Scientific Research