Many research results show that students often highlight "mixed-type" reasoning when tackling problematic situations and problems. This reasoning is based on the simultaneous use of common-sense and mere descriptions of facts, perceived as sufficient to build an "explanation" of observed or proposed situations and problems.…

Preparing students for their future is a clear and concise goal of education. STEM education is no different and is often considered a key way to increase students' 21st century skills or prepare students for a future career (Bybee 2010). We also believe that education should engage students as empathetic problem solvers (as described in Bush and…

This study aimed to evaluate the effectiveness of the inquiry-based learning method supported by metacognitive strategies on students' problem-solving and problem-posing skills. The research was conducted in two stages using an exploratory sequential design, which is one of the mixed methods research. The case study design was used in the first…

This study focuses on how the quality of students' arguments and their conceptions of data and evidence change as a result of experiencing two types of laboratory courses, one employing a scripted inquiry approach and the other employing argument-driven inquiry. The analysis explores the connections between students' conceptions of data and…

An important aspect of bringing innovation to education is supporting children's own innovative thinking. Teachers are finding that escape room activities can provoke children's wonder and determination to pursue their curiosity, which builds a foundation for innovators of the future.

Literature on learning trajectories is reviewed, and challenges in developing designs to support responsive instruction are highlighted. A distinctive form of design called a "multi-dimensional instructional framework" is introduced. These frameworks span key dimensions of mathematisation, such as notating and distancing the setting,…

Guided-inquiry experiments are an important tool for helping students develop scientific practices such as hypothesizing and problem solving. In organic chemistry, these types of experiments can help students learn how to connect the theory of the reaction to the observation and data to decide how the reaction is proceeding or if it needs…

Based on quantitative survey data collected from an inquiry-based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem-solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory-level…

There has been an ongoing discussion about the role and level of teacher scaffolding in developing student agency while also meeting intended learning outcomes in inquiry-based science classrooms. This study investigates how teachers practice classroom talk to scaffold students' learning through the inquiry process and how teacher authority and…

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'…

More research is needed on how to best use analytics to support educational decisions and design effective learning environments. This study was to explore and mine the data captured by a digital educational game designed for middle school science to understand learners' behavioral patterns in using the game, and to use evidence-based findings to…

"Vicarious learning" research is a burgeoning area of inquiry, which examines the learning of students who observe and are engaged with video- or audio-taped presentations of other people engaged in learning (Chi et al., 2008). In such studies, the students or "vicarious learners" (VLs) are positioned as indirect participants…

"Vicarious learning" research is a burgeoning area of inquiry, which examines the learning of students who observe and are engaged with video- or audio-taped presentations of other people engaged in learning (Chi et al., 2008). In such studies, the students or "vicarious learners" (VLs) are positioned as indirect participants…

Discursive formative assessment (FA) practices during instruction have grown in importance in the education literature as a way of improving teaching and learning. This study involves three years of design-based research as part of an educational project. We examine lower secondary school teachers' qualitative Informal Formative assessment (IFA)…

In these times of rapid change, including a global pandemic, educational leaders need tools and frameworks that can adapt to evolving shifts in real time. What might happen if a leadership framework could make sense of this complexity in ways that are humane, ethical, culturally responsive, and multifaceted? This book examines how a flux…