A detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea of LBB is students' ownership on cognitive goals, or the assumption of learning…

Background: Constructing knowledge through collaborative practical work is a complex process and involves the use of multiple modalities by group members. In practical work sessions, students often manipulate visual objects or textual materials but do not develop their scientific ideas. Purpose: This study illustrates (a) the challenges that…

Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the…

In this research, the laboratory perceptions of pre-service science teachers with different goal orientations in analytical chemistry courses in which an inquiry-based laboratory approach had been adopted were examined in a case study. From the pre-interviews conducted with 37 pre-service science teachers, 3 preservice science teachers with…

The purpose of this study was to examine how pre-service science teachers develop their understandings of nature of scientific inquiry during the science laboratory course with preparing 5E based lesson plans, and how they transfer those understandings into their teaching practices. All data were collected and analysed qualitatively by using the…

This research examines the relationship between high school teachers' understanding and reported practices of inquiry-based pedagogy (IBP) in science classrooms in Nigeria. A sample of 11 science teachers from an education district in Lagos, Nigeria, was chosen for this case study. Data were collected using a semi-structured questionnaire, which…

Around the world, there have been curricula reforms involving the incorporation of the inquiry-based teaching and learning strategy in secondary school science education in general and in practical work in particular. Research in inquiry-based practical work (IBPW) has focused, for example, on aspects of the strategy itself, on teacher…

This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions…

Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry-based approach to learning human gross anatomy. Utilizing a case-study design with three groups…

The use of effective questions is an essential attribute of successful early years science teaching. In this case study, we analyse the questions and dialogues generated by four preschool teachers from two schools in Buenos Aires, Argentina, of contrasting socioeconomic contexts (one privileged and one underprivileged). We looked at the…

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in…

Secondary school teachers in Tanzania have been attempting to implement the inquiry-based science curriculum since 2005. This study is descriptive and was designed within the realms of a Type IV case-study design (Yin, R. K. 2014. "Case study research: Design and methods" 5th ed. SAGE) to investigate their concerns in dealing with this…

The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non-English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling-based evolution and population ecology pedagogical units in a…

Studies on English language learners (ELLs) and school science have been conducted from a range of theoretical and disciplinary perspectives, the findings of which have indicated growth in science achievement among ELLs when exposed to science inquiry. Yet studies are still needed to address the needs of specific groups within this large, and…

Inquiry-based learning has generally accepted by scholars as a most effective teaching approach in biology education. The talk during inquiry-based teaching needs to be practiced. There is less evidence how student teachers talk with students during their inquiry-based biology instruction. This knowledge is needed in supporting student teachers to…