Relevant bibliographies by topics / Inquiry-based science education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inquiry-based science education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Inquiry-based science education"

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Přinosilová, Jana, Erika Mechlová, and Svatava Kubicová. "ICT on four Levels of Inquiry-Based Science Education in Environmental Education." International Journal of Information and Communication Technologies in Education 2, no. 1 (April 1, 2013): 17–32. http://dx.doi.org/10.1515/ijicte-2013-0002.

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Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.
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Ba Trinh, Tran. "INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY INTO INQUIRY-BASED SCIENCE EDUCATION: RELEVANCE IN STIMULATING LEARNERS’ AUTHENTIC INQUIRY PRACTICES." Journal of Science, Educational Science 61, no. 11 (2016): 66–74. http://dx.doi.org/10.18173/2354-1075.2016-0217.

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Boaventura, Diana, and Cláudia Faria. "Science Inquiry-Based Activities in Elementary Education: How to Support Teachers‟ Practices?" International Journal of Information and Education Technology 5, no. 6 (2015): 451–55. http://dx.doi.org/10.7763/ijiet.2015.v5.548.

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Ozdem-Yilmaz, Yasemin, and Bulent Cavas. "PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 506–22. http://dx.doi.org/10.33225/jbse/16.15.506.

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The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge. Key words: inquiry-based, science education, Delphi method.
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Ruzaman, Nazirah Kamal, and D’oria Islamiah Rosli. "Inquiry-Based Education: Innovation in Participatory Inquiry Paradigm." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i10.11460.

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Inquiry-based learning is fundamental for the development of higher order thinking skills that guides learners to inquire meaningful questions that led to relevant answers, therefore awaken learners’ curiosity and wonder. Re-cent ameliorations in technology have captivated the enthusiasm of both educators and researchers to develop inquiry-based classroom activities that emphasize the application of educational technology in the domain of school science education. Thus, we have designed a learning application “AIBASE”, which assists primary school students in generating hypotheses during Science experiments. The instructional framework was used to scru-tinize the effectiveness of using “AIBASE” in aiding the learning process. The results implied improvements in students’ performance level. In addi-tion, this paper also highlights the main criteria for inquiry-based learning.
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Bansal, G., and U. Ramnarain. "Inquiry-Based Science Education in Primary Schools." Education 3-13 49, no. 3 (February 19, 2021): 259–62. http://dx.doi.org/10.1080/03004279.2020.1854955.

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Sotiriou, Sofoklis A. "Inquiry-based Science Education and e-Learning." Europhysics News 52, no. 2 (2021): 24–27. http://dx.doi.org/10.1051/epn/2021204.

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Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.
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Suduc, Ana-Maria, Mihai Bizoi, and Gabriel Gorghiu. "Inquiry Based Science Learning in Primary Education." Procedia - Social and Behavioral Sciences 205 (October 2015): 474–79. http://dx.doi.org/10.1016/j.sbspro.2015.09.044.

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Herranen, Jaana, and Maija Aksela. "Student-question-based inquiry in science education." Studies in Science Education 55, no. 1 (January 2, 2019): 1–36. http://dx.doi.org/10.1080/03057267.2019.1658059.

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Tatar, Nilgün. "INQUIRY-BASED SCIENCE LABORATORIES: AN ANALYSIS OF PRESERVICE TEACHERS’ BELIEFS ABOUT LEARNING SCIENCE THROUGH INQUIRY AND THEIR PERFORMANCES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 248–66. http://dx.doi.org/10.33225/jbse/12.11.248.

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This study investigated the effects of inquiry-based instruction on preservice teachers’ beliefs concerning learning science through inquiry and their performance to apply a scientific inquiry process. A case study design was used in the study and the data were collected through interviews, observations and written documents. Two preservice teachers with different experiences in their previous science education were selected. The preservice teachers learnt both science and scientific inquiry process through open inquiry activities. The results of the research show that past experiences of preservice teachers are effective on beliefs about learning science through inquiry. The open inquiry science activities which allow preservice teachers’ making discussion, collaboration, and interaction were effective in developing their beliefs concerning learning science through inquiry and increasing their ability to apply a scientific inquiry process. The overall findings indicate that inquiry-based activities should frequently be a preferred instruction method in preservice teacher education. Keywords: Inquiry-based instruction, open inquiry activities, preservice teacher education, science education.
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Dissertations / Theses on the topic "Inquiry-based science education"

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Smith, Prudence. "Improving Classroom Discourse in Inquiry-Based Primary Science Education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/591.

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Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation script which limits the exploration of students‟ ideas (Nystrand, Gamoran, Kachy, & Prendergast, 1997). The purpose of this study was to investigate how teachers‟ beliefs and knowledge about managing classroom discourse and their teaching practice was influenced by their participation in an action-research based professional learning intervention. The guiding framework for the teachers‟ professional learning drew on Mortimer and Scott‟s communicative approaches, which were matched to the phases of scientific inquiry. This study was a part of a larger research project entitled: Enhancing Classroom Discourse in Primary Science Education which utilised mixed methods and interpretive approaches, combining pre- and post-intervention observations and data collections involving a cohort of 12 teachers as well as a set of embedded case studies involving more extensive collection of data with five of the participants. These case studies provided the focus for this study. Analysis of classroom video as well as teacher questionnaire and interview data gathered before, during and after the professional learning intervention provided insights into the impact of the intervention on teachers‟ understandings about: quality talk; the classroom culture needed to support whole-class talk; and, the skills of using puppets to engage students in discourse. A more detailed analysis and coding of the transcripts of whole-class discussions revealed changes to the way the teachers used questioning, discourse moves and communicative approaches to orchestrate sustained conversations and the resultant impact this had on level of students‟ engagement and the quality of their talk. Following the professional learning intervention, the case study teachers gained a deeper understanding of substantive talk and of the complex role of the teacher in managing classroom discourse to sustain a culture for talk. They made significant gains in confidence and self-efficacy for managing classroom discourse and developed a greater understanding of the conventions that are supportive of substantive talk. The case study teachers increased their capacity to conduct more purposeful discussions and they developed sophisticated understandings about how to use teacher questioning and discourse moves to elicit, explore and probe their students‟ ideas and to develop cumulative talk. Ultimately, the teachers developed a repertoire of discourse moves to support their questioning and differentiate their management of class discussions in order to match their communicative approach to the instructional focus of the lesson and phase of inquiry. Consequently, their students participated more readily in discussion and they gave increasingly elaborated responses. Furthermore, they were able to generate cumulative talk and to give progressively more complex descriptions, explanations and reasons. Some teachers also used puppets effectively to establish a supportive culture for talk, set up convincing investigations, and elicit elaborated responses and explanations from their students. The findings of this research may be transferable to teachers who work in settings similar to those of the case study teachers. The set of codes that were developed to describe the teacher-student interactions will be useful for future researchers wishing to investigate classroom discourse. These codes along with the video footage and professional learning resources developed for this study will be used as the basis for future research and teacher professional learning. Further studies might investigate how changes to the teachers‟ discourse practice were sustained over time and what impact this had on students‟ learning outcomes. It would also be useful to understand how the improvements seen in whole-class discourse translate to the student-to-student interactions in both whole-class and small group discussions and whether students are able to manage the talk so that they use „talking for thinking‟. This study developed new approaches to and resources for teacher professional learning as well as new insights into teachers‟ discourse practices, which have informed an elaborated theoretical model that shows the variables impacting on quality classroom discourse.
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Kostenbader, Tracy C. "Analyzing students' attitudes towards science during inquiry-based lessons." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1599183.

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Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students’ attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher’s transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

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Bosman, Linda. "Implementability of inquiry-based science education in the Foundation Phase classroom." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61365.

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This study investigated the implementability of the French La main à la pâte (LAMAP) inquiry-based science education (IBSE) programme in the South African context. An interpretative, qualitative multiple-case study design was utilised to elicit the voices of both young children-as-scientists engaged in scientific inquiry and student teachers who facilitated science education following the LAMAP approach. The conceptual framework integrated contemporary perspectives on childhood, theory theory and constructivist theory concepts and IBSE. Three conveniently sampled schools in an urban setting were purposively selected as cases, with 70 Grade 1 to Grade 3 children and three student teachers as participants. The findings of the study indicate that the children engaged in IBSE as natural scientists, displaying the cognitive capacity to think, act and learn like real scientists in the context of their classrooms. Engaging in science within a community of scientists, and being physically and mentally active in the knowledge construction process furthermore shaped children’s sense of agency and identity as scientists. The findings furthermore indicate that implementing IBSE contributed to shaping student teachers’ professional identity as science teachers for young children. As young scientists-in-waiting children are, however, dependent on researchers, higher education institutions concerned with teacher training, decision-makers and the broader education community to mobilise and sustain their potential for being and becoming scientists. The findings of the study resulted in a framework proposing guidelines on multi-levels for IBSE implementation in the South African Foundation Phase classroom context.
Thesis (PhD)--University of Pretoria, 2017.
The National Research Foundation Sabbatical Grant for Doctoral Studies
The University of Pretoria Vice-Chancellor's Academic Grant Programme
Educational Psychology
PhD
Unrestricted
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Rogers, Meredith A. Park. "Achieving a coherent curriculum in second grade science as the organizer /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4449.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 1, 2007) Vita. Includes bibliographical references.
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Santana, Roman. "Integrating Inquiry-Based Physical Science Lessons with English Language Development." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751874.

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The purpose of this project was to develop modified lessons that integrate FOSS investigations with the California English Language Development Standards with the intent to teach science daily for at least thirty minutes. Teachers will be able to use these lesson plans to modify their own science lessons and integrate them with ELD. The modified lessons were reviewed by three teachers, two professors and a science TOSA. Revisions were made to the modified lessons after careful consideration of the comments and suggestions made by the reviewers.

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Korr, Arlene. "Use of Specific Web-Based Simulations to Support Inquiry-Based High School Science Instruction." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/474.

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The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.
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Aguirre-Mendez, Claudia Patricia. "Examining Hispanic students' science learning in an argument-based inquiry classroom." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1526.

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The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, cognitive skills, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constitutes a qualitative case study grounded in a sociocultural constructivist framework. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, transcription, and observations. The focal participants of this study are three Latino/Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of an argument-based inquiry approach impact students learning in science under diverse conditions. Students also encounter particular challenges while they are involved in this learning context.
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Pacheco, Daniel A. "Science Opportunities for all Students: A Study Examining the Quality of Inquiry-Based Science Instruction in Southeastern Ohio." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275925913.

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Patke, Usha. "Inquiry-based laboratory investigations and student performance on standardized tests in biological science." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1089.

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Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.
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Patke, Usha. "Inquiry-based laboratory investigations and student performance on standardized tests in biological science." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600291.

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Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students’ use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students’ perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students’ experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

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Books on the topic "Inquiry-based science education"

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Rocha Fernandes, Geraldo W., António M. Rodrigues, and Carlos Alberto Rosa Ferreira. Using ICT in Inquiry-Based Science Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17895-6.

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More science adventures with children's literature: Reading comprehension and inquiry-based science. Westport, CT: Teacher Ideas Press, 2008.

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Innovative methods for science education: History of science, ICT and inquiry based science teaching. Berlin: Frank & Timme, Verlag für wissenschaftliche Literatur, 2012.

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Everyday Earth and space science mysteries: Stories for inquiry-based science teaching. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2013.

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Everyday life science mysteries: Stories for inquiry-based science teaching. Arlington, Virginia: NSTA Press, National Science Teachers Association, 2013.

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Jean, Donham, ed. Inquiry-based learning: Lessons from Library Power. Worthington, Ohio: Linworth Pub., 2001.

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Joan, Gallager-Bolos, ed. Whole-class inquiry: Creating student-centered science communities. Arlington, Va: NSTA Press, 2009.

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The International Baccalaureate Diploma Program and the School Library: Inquiry-Based Education. Santa Barbara, California: Libraries Unlimited, 2011.

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Ronis, Diane L. Problem-based learning for math and science: Integrating inquiry and the Internet. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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Practical work in secondary science: A minds-on approach. New York: Continuum International Pub. Group, 2010.

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Book chapters on the topic "Inquiry-based science education"

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Riga, F., M. Winterbottom, E. Harris, and L. Newby. "Inquiry-Based Science Education." In Science Education, 247–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_19.

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Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. "An Inquiry-Based Approach to Learning Chemistry." In Science Education, 91–114. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003047506-5.

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Gillies, Robyn M. "Challenges in teaching using inquiry-based science." In Debates in Science Education, 101–14. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003137894-10.

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Gillies, Robyn M. "Teaching Science That Is Inquiry-Based: Practices and Principles." In Challenges in Science Education, 39–58. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18092-7_3.

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Rocha Fernandes, Geraldo W., António M. Rodrigues, and Carlos Alberto Rosa Ferreira. "ICT-Based Science Education: Main Digital Resources and Characterisation." In Using ICT in Inquiry-Based Science Education, 1–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17895-6_1.

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Lehesvuori, Sami, Ilkka Ratinen, Josephine Moate, and Jouni Viiri. "Inquiry-Based Approaches in Primary Science Teacher Education." In Professional Development for Inquiry-Based Science Teaching and Learning, 121–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_7.

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Rocha Fernandes, Geraldo W., António M. Rodrigues, and Carlos Alberto Rosa Ferreira. "Different Theoretical Approaches to the Use of ICT in Science Education." In Using ICT in Inquiry-Based Science Education, 39–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17895-6_2.

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Meier, Daniel R. "Science, Nature, and Inquiry-Based Learning in Early Childhood." In Nature Education with Young Children, 11–30. 2nd edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429028885-3.

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Neumann, Eric K., Wallace Feurzeig, and Peter Garik. "An Object-Based Modeling Tool for Science Inquiry." In Modeling and Simulation in Science and Mathematics Education, 138–48. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1414-4_6.

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Rocha Fernandes, Geraldo W., António M. Rodrigues, and Carlos Alberto Rosa Ferreira. "Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology." In Using ICT in Inquiry-Based Science Education, 59–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17895-6_3.

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Conference papers on the topic "Inquiry-based science education"

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Pop, Cristina-Florina. "LEARNING SCIENCE-BASED DIFFERENTIATED INQUIRY." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2546.

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Cavas, Bulent, and Cagla Bulut. "STUDENTS’ PERCEPTIONS TOWARD SCIENCE COURSE AND INQUIRY BASED SCIENCE EDUCATION (IBSE) IMPLEMENTATION IN SCHOOLS STUDY EARTHQUAKES (SSE) PROJECT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.32.

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The main aim of research is to investigate students’ perceptions toward science course before and after the Inquiry Based Science Education (IBSE) implementation during science lessons. The research also examines teachers’ use of inquiry based science education in their classrooms. The topic of earthquake was selected as the main focus to implement IBSE and related activities in this field. The research is a part of “Schools Study Earthquakes (SSE)” project, which is funded and supported by European Union Erasmus Plus program. The results show that IBSE supported instruction positively affected students’ perception toward science course. In addition, the educational approach of the project, IBSE, seems to be an effective method to teach earthquake phenomenon and earthquake-related subjects to students by science teachers. Keywords: earthquakes, inquiry based science education, science teachers, students’ perceptions.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Brtnová Čepičková, Ivana, Jan Janovec, Roman Kroufek, and Vlastimil Chytrý. "INQUIRY BASED SCIENCE EDUCATION – SELECTED FACTOR ANALYSIS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1135.

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Xaba, Nomzamo, and Aviwe Sondlo. "USING A LEARNER-BASED ACTIVITY APPROACH IN DEVELOPING SCIENCE TEACHERS’ READINESS IN INQUIRY-BASED LEARNING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end077.

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"The South African science curriculum expects secondary school teachers to adjust their ways of teaching to include inquiry-based learning that endorses learner-based activities. The learner-based activities refer to the processes of learning by doing where learners are not passive, but are rather encouraged to actively participate in their own learning experiences. This paper is necessitated by the limited literature that exists within the South African context about inquiry-based learning, which reveals that the implementation of learner-based activities continues to be a challenge for many teachers, especially in rural schools. Hence, during the teacher training program, the Physical Science teachers were engaged in various learner-based practical activities which involved problem-solving, which is a crucial component of inquiry based learning. This paper therefore drew from the constructivist theory (Vygotsky,1975; Piaget,1980) as lens to answer the leading research question which asks: “To what extent are the science teachers demonstrating readiness of the use of inquiry-based learning in their classrooms after participating in the training program?”. Thus, a mixed method design was adopted where data was collected using as well as pre and post questionnaires to establish the Physical Sciences in-service teachers’ beliefs and experiences towards their readiness in implementing inquiry-based learning in their classrooms after the teacher development program in one of the education circuit in rural Kwa-Zulu Natal province, in South Africa. The findings of this study indicates that the in-service teachers in this district had an impactful experience which positively shifted their attitudes towards their readiness of the use of inquiry based learning when teaching Physical Sciences."
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McLoughlin, Eilish, Odilla Finlayson, Paul van Kampen, Deirdre McCabe, and Sarah Brady. "Teaching, learning, and assessing inquiry-based science education." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937715.

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Tuzon, Paula, Javier Montero-Pau, and Sandra P. Tierno. "Are pre-service Primary School teachers prepared to teach science by inquiry?" In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5586.

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Inquiry-based science education (IBSE) focuses on the development of science process skills. This teaching methodology has been shown to be especially effective during Primary School as it allows children to explore and confront their own ideas about Nature. Also, a methodology based on process skills is coherent with the main purpose of this educational stage where children need to learn to do things. In order to implement a methodology based on science process skills Primary teachers need to know to use science process skills, and how to teach them. In this paper we address if Spanish pre-service teachers are able to implement IBSE. We focus on pre-service Primary School teachers and compare our results with in-service teachers and a random sample of non-teachers. We explore their level of knowledge about science process skills and if pre-service teachers know how to develop an inquiry-based learning sequence. An overview of the situation of science education and teaching of scientific skills among the degrees on Primary Education in Spain is also presented. Our results show that pre-service teachers have a lack of knowledge on science process skills and fail when they attempting to build a learning sequence based on inquiry.
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Trna, Josef, and Eva Trnova. "PRE-SERVICE TEACHER EXPERIENCE WITH INQUIRY-BASED SCIENCE EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0496.

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Oliver, Javier, and Begoña García-Zapirain. "INQUIRY BASED SCIENCE LEARNING AND INDOOR FREE FLIGHT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0702.

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Trnova, Eva. "DEVELOPMENT OF INTERDISCIPLINARY INSTRUCTION USING INQUIRY BASED SCIENCE EDUCATION." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end049.

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Reports on the topic "Inquiry-based science education"

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Corcoran, Tom. The Inquiry Based Science and Technology Education Program (IN-STEP): The Evaluation of the First Year. Consortium for Policy Research in Education, April 2008. http://dx.doi.org/10.12698/cpre.2008.instepyearone.

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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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