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Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work. The author provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning. Key Features: Presents processes involved in teaching inquiry-based science Discusses importance of multi-modal representations in teaching inquiry based-science Covers ways to develop scientifically literacy Uses the Structure of Observed learning Outcomes (SOLO) Taxonomy to assess student reasoning, problem-solving and learning Presents ways to promote scientific discourse, including teacher-student interactions, student-student interactions, and meta-cognitive thinking

In this forum article, I reflect on issues related to the implementation of inquiry-based science education (IBSE) in different countries. Regarding education within the European Union (EU), the Bologna system has in later years provided extended coordination and comparability at an organizational level. However, the possibility of the EU to influence the member countries regarding the actual teaching and learning in the classrooms is more limited. In later years, several EU-projects focusing on IBSE have been funded in order to make science education in Europe better, and more motivating for students. Highlighting what Heinz and her colleagues call the policy of 'soft governance' of the EU regarding how to improve science education in Europe, I discuss the focus on IBSE in the seventh framework projects, and how it is possible to maintain more long-lasting results in schools through well-designed teacher professional development programs. Another aspect highlighted by Heinz and her colleagues is how global pressures on convergence in education interact with educational structures and traditions in the individual countries. The rise of science and science education as a global culture, encompassing contributions from all around the world, is a phenomenon of great potential and value to humankind. However, it is important to bear in mind that if science and science education is going to become a truly global culture, local variation and differences regarding foci and applications of science in different cultures must be acknowledged.

At a time when inquiry-based science education is finding increased acceptance, US classrooms are exhibiting a significant increase in diversity. This necessitates attention to the compatibility between the culture of inquiry teaching and the broad range of cultures that form students' backgrounds. Although some research has considered students' cultural backgrounds and the roles these might play in the effectiveness of an inquiry approach, none has focused on the specific characteristics of an inquiry approach that might constitute cultural "biases" for a broad range of students with a concomitant broad range of cultural values and beliefs. This article seeks to identify characteristics of an inquiry approach, compare these to the potential cultures students may bring with them to the classroom, using cultural orientations as a heuristic, and suggest construals of inquiry that could better address the needs of a greater number of learners.

"Now in its second edition, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry's scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry's foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. The 2nd edition includes a new chapter highlighting three ways that the blueprint acts as an assessment and curriculum system, as well as updated and enhanced references throughout the book. Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The updated curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs"--

Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.

The present study deals with a school-based professional development trajectory (PDT) for secondary science teachers, aiming at scaffolding teachers in open-inquiry teaching for the topic of water quality. Its design was based on the leading principle of 'guiding by scaffolding'. Seven experienced teachers participated in institutional meetings and teaching at school. The research focused on designing scaffolding tools, addressing these tools in the meetings, and implementing them in the classroom. The main research data were obtained from meetings, classroom discussions and observations. The results indicated that the PDT has promoted teachers' learning of scaffolding students in open-inquiry, especially the ability to know when and how to give students a well-balanced combination of 'structure' for open-inquiry learning and sufficient 'space' for that. The implications for science teacher education are discussed.

Inquiry-based teaching is an approach that carries the same steps as the process of producing scientific knowledge, where the student is at the center of learning, and where teachers must develop the inquiry skills of both themselves and their students. It can be said that in the first years of childhood, the person students spend the most time with, after their families, is their classroom teacher. The basic knowledge taught in primary school forms the basis of the following levels. An innovative strategy method is essential in the development and implementation of educational activities with a research-based teaching approach. However, teachers need time, resources, training and support to effectively implement inquiry-based teaching in their classrooms and develop inquiry skills. TÜBİTAK 4004 "MAT-SOR Inquiry-Based Activity Development Camp" project was carried out to support classroom teachers within the scope of the Science and Community Support Programs Mathematics Year Special Call. The project aims to increase the competencies of classroom teachers in developing activity plans and to ensure that they acquire the skills required by the 21st century. Within the scope of this project, "mystery boxes" training was organized to help classroom teachers recognize and improve their skills in understanding science and inquiry-based teaching practices. For this purpose, teachers' opinions were taken with open-ended questions before and after the training. The data of the research was obtained from 25 teachers who participated in the project. The data obtained was analyzed using the content analysis method, which is one of the qualitative analysis methods. Three researchers conducted analyzes independently, and then themes and categories were determined. As a result of the study, it was determined that teachers' ideas about science improved, and their ideas about the steps of inquiry-based teaching in general emerged. It can be stated that providing new methods and approaches and applied training contributes to developing educational activities for individuals.

PurposeThis paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project.Design/methodology/approachABI was included in the methodology of collaborative self-study. It involved listening to participants' arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci.FindingsABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together.Research limitations/implicationsThe authors share this research to recommend others a way to collaborate within group research projects.Practical implicationsThe authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project.Social implicationsThis model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do.Originality/valueThe study's use of ABI offers an original perspective in the use of this methodology.

The PARRISE (Promoting Attainment of Responsible Research & Innovation in Science Education) project aims at introducing the concept of Responsible Research and Innovation in primary and secondary education. It does so by combining inquiry-based learning and citizenship education with socio-scientific issues in science education. This approach is called socio-scientific inquiry-based learning (SSIBL) which is implemented in teacher professional development courses across Europe. Based on practical experiences the approach is laid down in a new educational framework, and learning tools and materials for in/pre-service training courses are developed. The PARRISE educational methodology seeks to promote democratic citizenship through the integration of social issues and related scientific knowledge. Drawing from recently acquired IBSE insights and individual partner expertise, the PARRISE partners collectively develop a community of learners, who will bring together selected good practices examined from a Research and Responsible Innovation perspective.

Two research studies sponsored by CILS investigated the programmes ISIs currently provide to support K-12 science education, particularly in the area of teacher professional development (PD). The first study was a large-scale survey with 475 ISIs responding about the programmes they offer schools and teachers beyond one-day field trips. A large majority of ISIs (73%) reported having one or more of these programmes, with more than half (59%) providing one or more forms of teacher PD. ISIs also reported a tendency for their programmes to be under-subscribed, and said funding was the biggest barrier to their ability to provide these programmes.