Inspired by a theoretical view of knowledge as a resource, this study explored in detail how a student used knowledge as a resource when she engaged in problem-solving about rocks and what she learned as a result of the practice of solving scientific problems. The context of the study was an inquiry project conducted in an earth science course for…

Positioning teachers as designers of curricular resources invites opportunities for exploration at the intersection of content, pedagogy, and design. As researchers accepting greater responsibility for preparing teachers to maintain a commitment to their pedagogical vision in practice, this work seeks to cultivate the imagination of humanistic…

The purpose of this research is to examine how working individually and as a team in solving pedagogical scenarios for teaching science subjects is reflected in the teaching preferences of preservice science teachers. This interpretive case study was conducted with 69 preservice science teachers studying at a university in eastern Turkey. The data…

This article presents a qualitative descriptive-interpretive study about the abilities of pre-service primary science teachers (PPTs) to solve a measurement problem put to them as an activity of scientific inquiry. The participants in the study were 23 PPTs receiving training in science teaching, organized into small groups to solve the proposed…

There have been recent pushes for more active learning in mathematics classrooms, especially at the undergraduate level. To incorporate more active learning, there is a need for tasks that explicitly support this type of instruction, attention to student reasoning and whose ideas are publicly acknowledged, and awareness of differences in students'…

This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of…

The development of good learning resources on inquiry learning model with science literacy as a strategy to facilitate active learning has become a trend in education. Critical thinking ability is needed as a strategy to build students competencies in problem solving and discovery as required in science learning. This study aims to develop a set…

Recommendations for preparing teachers of mathematics have been published by multiple professional organizations in the United States; however, there is limited research on whether student course perceptions affirm the instructor-identified alignment of mathematics content courses for prospective secondary mathematics teachers (PSMTs) to these…

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented…

As students learn to problem solve in authentic situations, they must also develop metacognitive tools to manage and regulate their problem-solving process. To foster process-focused metacognition utilized by mathematical thinkers and problem solvers, inquiry-based learning classroom practices and an adapted version of portfolio problems were…

A digital wall is a tool for students to structure and register their online work on mathematical problem-solving activities that involve the coordinated use of digital technologies. How could students use such digital wall to understand mathematical concepts and to develop problem-solving competencies? The aim of this study is to analyze and…

Through post-observation and general discussions our preservice teachers thought they were asking good questions by asking "why?". While these questions are important, "why?" questions are not always effective, especially when a student responds with "I don't know". Such questioning techniques must be explicitly…

The study aimed to expose how pre-service teachers perceived the value of an inquiry-based geometrical task with dynamic geometry software for increasing and deepening their understanding of the task itself, and for heightening their mathematical, pedagogical, and technological knowledge in the case of reflection and transformation. Twenty-seven…

A service-learning model was used in a science methods course for elementary teachers as the context for integrating key pedagogical strategies necessary to attain current national and state standards. This innovation provided a real-world problem-solving experience and introduced learners to service-learning through personally relevant…

This study aims to examine the effects of engineering design-based science teaching (EDBST) on classroom teacher candidates' decision-making skills, scientific creativity and engineering design-based process skills. The random design of the quantitative approach with a pretest-posttest control group was used in the study. The study group consists…