Abstract
Teaching science through inquiry has been a “recommended” pedagogy for science to be more “authentic” and effective. However, how to promote sustainable education change such as inquiry-based learning in school has been challenging. The study is situated on a four-year journey in designing, sustaining, and scaling up an iMVT pedagogy in secondary science in Singapore. Our collaborating science teachers increased from 9 (Phase I, 2007-2008) to 29 (Phase II, 2009-2010). Based on preliminary analysis of surveys, interviews, and classroom observation data of selected cases, we summarized a four-pillar model of teacher competence within a structure/agency framework for desired education change.
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