Inquiry-based teaching is the most widespread approach in science education worldwide. However, in Peru, this model became better known since the latest curriculum reform in 2016, which proposed implementing that teaching approach at all levels of schooling. Since then, no literature review has been conducted on the status quo of implementing…

This article aims to assess how historical thinking, as defined in the research literature and practiced in schools, can be accessed by analyzing physical spaces. Since the 1990s, "historical thinking" has typically been associated with doing the work that historians do, meaning analyzing documents, weighing evidence, and making…

The purpose of this study was to investigate student perceptions and acceptance of a rule-based educational chatbot in higher education, employing the TAM (Technology Acceptance Model) framework. The researchers developed a rule-based chatbot for this purpose and examined the students' technology acceptance using qualitative research methods.…

Research finds that engaging students in online deliberations requires three components: (1) designing a space specifically for deliberations, (2) a structured pattern that requires consistent interactions, and (3) a process guided by academically guided outcomes. Using these three components, deliberations become a routine where students share…

This paper outlines the course, Essentials of Online Teaching, at Penn State's World Campus. The course leverages the Community of Inquiry (CoI) model to quickly develop effective online instructors by focusing on four key behaviors: communication, facilitation, feedback, and fostering a climate of belonging. The course aims to address the needs…

Courses: This paper presents a course design that aims to stimulate student ownership of learning. It was developed for a semester-long undergraduate course in political communication, but it is equally suitable for courses at graduate level and on other topics. The course design will unfold its potential best in classes with up to 30 students.…

As linguistic and cultural diversity increases globally, teachers need to develop translanguaging pedagogies that leverage students' full linguistic repertoires. Enacting such pedagogies can be challenging due to policy, ideology, and knowledge constraints. This study explores the processes and factors that allow Translanguaging Communities of…

Creating conditions that allow for the autonomy of educators during professional learning has been a key focus in educational research in recent years. Much evidence supports that collaborative inquiry (CI) is a model that can foster this autonomy by prioritizing teachers' concerns, needs, and interests in the professional learning process. By…

In the evolving landscape of 21st-century education, inquiry-based learning (IBL) has emerged as a leading pedagogical framework to foster critical thinking, problem-solving, and conceptual understanding in students. However, the effective integration of IBL in primary school mathematics education remains a complex challenge, particularly in the…

Scientific inquiry skills are crucial for scientific literacy and cognitive development in the 21st century. Prior research has identified key inquiry skills-- data analytics (DA), control of variables (COV), and scientific reasoning (SR)--but has not validated these skills through comprehensive assessments. The aim of this study was to validate…

In recent years, more science classrooms include inquiry-based approaches to learning in response to advances in education theory and science curriculum reform efforts. Yet, extant research indicates there are hurdles to fully actualizing those benefits: learners' regulation of cognitive, social, and motivational processes can be challenging. To…

Under the professional obligations set by the Teaching Council of Aotearoa New Zealand, teachers are expected to undertake professional learning and development (PLD). Additionally, both the Teaching Council and the "New Zealand Curriculum" strongly encourage 'teaching as inquiry' as a framework for engaging with PLD. However, PLD can…

Guiding students' STEM problem solving entails dynamic processes driven by changes in real-world contexts. To understand these processes, we aimed to identify the formation and influence of 'norms' as shared behaviour patterns desirable in STEM problem-solving. To this end, 10 sessions of STEM lessons for secondary students were carried out, and…

In this paper, we combine our use of storytelling and poetic inquiry in education to illuminate adult learners' experiences of transformation in Further Education. As both teachers and social justice researchers exploring adult learning, we are drawn to using storytelling, combined with encouraging writing poetic forms of representation to…

This paper explores the professional practice of the Action Learning (AL) facilitator through a process of critical inquiry, self-reflection and evaluation of action learning practice within a Higher Education Leadership Programme, commissioned by an English NHS Mental Health Trust. Action research was adopted as the overarching research approach…