The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged.…

This research sought to improve students' science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was…

Background: Children's interest in science is known to decline around the upper primary age, and botanical topics are unpopular with students. Drama in education has the potential to increase motivation and interest in school science. Purpose: The study examined the impact of immersive drama on knowledge about biological classification and…

In Slovakia, a national project IT Academy -- the education for the 21st century -- was launched to promote student interest in science, mathematics and informatics across secondary education; and to also prepare students for the digital age. Geography education has an opportunity to undergo a process of reconceptualization and change in response…

As a dance practitioner in education, Jason Ohlberg is interested in how artistic inquiry through interdisciplinary, student-centered processes can engage dancers beyond traditional choreographic practices and offer deeper contexts for learning and growth. The research described in this article began through an inter-institutional initiative,…

Understanding students' capacity to direct their learning in school and beyond has been a sustained area of interest for practising science teachers, policy-makers, and educational researchers. This paper presents results from a longitudinal quasi-experimental study carried out to examine changes in students' self-reported levels of…

This study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and…

Metacognition is a required cognitive ability to achieve deep and meaningful learning that should be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgement of metacognition as socially situated and socially constructed has precipitated the study of…

The purposes of this study were to (1) investigate 127 high school students' views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher's views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students' views about scientific inquiry. The majority of students…

Prior knowledge of and interest in subject matter are recognised as important factors influencing students' academic achievement and the quality of their learning experience. Teaching students who are diverse in terms of their prior knowledge of and interest in the subject matter is an oft-cited challenge in science general education courses. The…

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography…

This investigation explores the critical reflection of two urban high school science teachers as they participate in cogenerative dialogues--weekly discussions with focus groups of students that are held outside of instructional hours and that center on identifying and addressing problem areas of classroom teaching and learning. The study finds…

Functioning in a world beyond school requires more sophisticated understanding of both content knowledge and knowledge production across the disciplines (Lee & Spratley, 2010; Shanahan & Shanahan, 2008), as well as how to access, interpret, and share information in print and online environments (Afflerbach & Cho, 2009; Coiro &…

The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology…

Science provides a rich context for English learners (ELs) to develop language skills in meaningful ways. This article outlines steps to create a lesson that blends both inquiry science and formal English language development (ELD) strategies. The process, developed through a four-year research project in a large urban school district (Gomez-Zwiep…