The purpose of the study was to explore the definition of fidelity in the delivery of the Curriculum for Agricultural Science Education (CASE). The conceptual framework utilized in this study was the key domains affecting curriculum fidelity. This framework has four parts focusing on (1) school context, (2) curriculum implementation systems, (3)…

The purpose of this self-study was to examine my enactment of 3S Understanding, a holistic, democratic and inquiry-based curriculum theory, in a university-based, English-to-speakers-of-other-languages (ESOL) writing course grounded in Subject Learning, Self Learning, and Social Learning. Through disciplined reflective inquiry and collaboration…

A large body of research has shown the effectiveness of formative assessment on student learning. Yet research on teachers' implementation of formative assessment is relatively underdeveloped. In addition, there has been a lack of effective instruments for observing teachers' formative assessment practices. This study focuses on the ongoing…

The inquiry-based strategy in science education is widely recommended and incorporated in practical work. However, contextual and intrinsic teaching challenges associated with practical investigations (inquiry-based practical work), occur in resource-constrained physical sciences classrooms in South Africa. The intrinsic challenges have previously…

This study examines and explores the challenges, issues, and problems with their solutions regarding Science, Technology, Engineering, and Mathematics (STEM) education along with the awareness enjoyed by science teachers. The selection of papers for this study was done through systematic literature review techniques. The 11 themes were generated…

Curriculum for Agricultural Science Education (CASE) was first offered in 2007 with two foundational courses built on inquiry-based learning. Ten courses are now offered, each requiring intensive training and teacher development for effective use. Guided by National Science Education standards and a constructivist learning theory framework, the…

The inquiry-based approach is a teaching strategy that facilitates students learning scientific concepts and about the nature of chemistry through experimental research, allowing them to participate in chemistry classes as researchers. The methodology employed in chemistry learning in Brazil is based on the traditional teaching approach, and…

Using a self-reporting measure, the study examined IBA-related beliefs of Czech preschool teachers (n = 1,004). In addition, it explored the beliefs of teachers who strongly agreed (n = 564) and those who strongly disagreed (n = 67) with the implementation of IBA in preschool classes. The findings show that teachers within the full sample, as well…

A mid-Atlantic state has recently adopted the Next Generation Science Standards (NGSS) that require teachers to integrate inquiry-based instruction into the classroom. The problem at the local level is a new inquiry-based curriculum, based on the NGSS, is being mandated without identifying the instructional strategies teachers are using to…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…

Science, technology, engineering, and mathematics (STEM) applications have become increasingly more commonplace in school-based agricultural education (SBAE) settings in the past few decades. In recent years, Curriculum for Agricultural Science Education (CASE) programming has provided a practical outlet for STEM-focused, inquiry-based teaching…

Volatile-mediated impacts of microbes on plants have aroused interest among scientists in the life science field. This study describes an inquiry-based laboratory module named "Microbial Talk", which related to microbial volatile-mediated communication, including the process of design, implementation, and assessment. First-year biology…

This qualitative case study investigated rural high school social studies teachers' perceptions of Robert Stahl's decision-making materials within their content area and the relevance of curricular implementation. The primary questions addressed in this study focused on high school social studies teachers' perception of current instructional…

The purpose of the study is to investigate how pre-service elementary teachers' orientation about science inquiry impacts their implementation of inquiry-based instruction. Teaching orientation is one of the levels of pedagogical content knowledge (PCK) which impacts on teachers' instructional practice. With thirty-one pre-service teachers, data…

This study utilizes action research to examine the design and implementation of inquiry-based teaching in a middle school social studies classroom. As a practitioner, fulfilling the role of teacher and researcher, I sought to better understand my teaching practices. To do so, I collected multiple forms of data that would help me understand…