Inquiry-based Teaching Approach Research Articles

Enhancing scientific creativity through an inquiry-based teaching approach in secondary science classrooms

ABSTRACT The purpose of this study was to explore the impact of inquiry-based teaching on students’ scientific creativity. Using a quasi-experimental design in a Chinese secondary school, the study compared intervention students (N = 102) and control students (N = 245), employing pre- and post-assessments with the ‘Comprehensive Scientific Creativity’ instrument. The intervention involved a biology teacher taking five inquiry-based teaching lessons over a period of two months in each of three 10th-grade classes. Compared to the control group, the intervention group showed statistically significant enhancements in their creativity, specifically in their divergent thinking and convergent thinking, but no difference in their attainment scores or motivation in scientific creativity. The results from the control group suggested that the educational activities they routinely experience may hinder the development of students’ divergent and convergent thinking. Observations of the lessons and interviews with the teacher and students highlighted the challenges of implementing more inquiry-based teaching in upper secondary science lessons in China. These findings provide science educators with inquiry-based teaching strategies for fostering scientific creativity among upper secondary school students, and underscore the need for future research to address implementation challenges associated with inquiry-based teaching.

Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.

30 years of life of the Heureka project

Heureka (“Eureka” in English) is a long-term project aimed at improving physics education in lower and upper secondary schools in the Czech Republic. It began informally “from below” about 30 years ago. Since then, it has expanded to include three series of weekend seminars for physics teachers, along with various other activities such as the annual conference. The project’s proceedings are freely available on the Heureka website for teachers; many other materials can be found on the wiki for participants. Despite the restrictions due to covid pandemic, the project has continued to thrive, maintaining its inquiry-based teaching approach and active learning style even in the online environment. This paper provides more detailed information about the project, feedback from participants, and the lessons learned from the experience. We hope that this information will prove useful and inspiring for leaders of similar projects targeting physics teachers.

A Case Study of a Secondary Biology Teacher’s Pedagogical Reasoning and Action with Augmented Reality Technology

While recognizing the vital role of teachers in augmented reality (AR) integration, a noticeable literature gap exists regarding how science educators address challenges related to technology, pedagogy, and content during AR instructional design and implementation. Conducted in a secondary school in Taiwan, this study addressed this gap by conducting a qualitative single-case analysis of a science teacher’s integration of AR technology into her biology lessons. The teacher’s pedagogical reasoning and action processes were observed and analyzed over 10 weeks, with a focus on micro-level exploration across two iterations of pedagogical analysis, design, implementation, reflection, and revision. The primary data collection includes teacher interviews, supplemented by teacher reflective notes, lesson plans, teaching materials, researcher observations and field notes taken during the weekly, one-hour teacher learning community meetings, and the AR-integrated lessons, student assessment results, and feedback. The study was informed by both the Technology Integration Planning model and the Technological Pedagogical Content Knowledge framework. Data analysis techniques involved deductive coding and thematic analysis. The findings reveal the teacher’s developmental proficiency in AR, a reimagined depiction of AR-enhanced instructional content, a shift from didactic-based to inquiry-based teaching approaches, and an intertwined development of technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study provides valuable insights into how the educator became a pedagogical designer, overcame individual and contextual challenges, and leveraged reflective strategies to enhance biology lessons using AR technology, emphasizing technology’s potential to enrich pedagogy in science education.

Establishing a professional learning community for cultivating future design talents using a ‘peer coaching’ mechanism

The Professional Learning Community (PLC) has an interdisciplinary focus on the humanities, arts, and technology. In order to explore the impact of peer coaching on the learning outcomes of eight university faculty members involved in the PLC for ‘cultivating future design talents through inquiry-based learning’, to develop an innovative approach for the university faculty members professional growth. A qualitative case study approach through six professional development courses with a dynamic revision process, participant observation and in-depth interviews to determine the potential of peer coaching as a tool for PLC teachers. It shows that peer coaching facilitated collaborative learning and positively contributed to PLC teachers' co-construction of knowledge in relation to Inquiry-Based Learning teaching approaches. The study found four processes of course-driven professional development and shows that multiple roles of PLC teachers, the PLC group dynamics, and online peer interaction are important issues in the post-COVID-19 era.

Efficacy of Inquiry-Based Learning and Teaching Approach in EFL Inferential Reading Comprehension among Chinese High School Students

Chinese EFL high school teaching often overlooks critical inferential reasoning in reading comprehension. This study proposes a shift from teacher-centric methods to an Inquiry-Based Learning and Teaching (IBLT) framework, expected to enhance EFL inferential reading abilities among Chinese high school students. This aligns with China's National English Curriculum Standards, emphasizing the importance of such proficiency. The study gauges current EFL reading comprehension in Chinese high schools and assesses IBLT's efficacy through a controlled, nine-week experiment, with data analysis revealing a positive impact. The findings aim to inform pedagogical tactics, promoting a more interactive, student-focused teaching model.

Scaffolding principles of content-based science instruction in an international elementary school

ABSTRACT Recent research on scaffolding has turned the spotlight on implementing scaffolding principles for more effective instruction in the classroom. This qualitative study, using observations, investigated scaffolding principles, including continuity, intersubjectivity, contextual support, handover, flow, and contingency, in content-based instruction (CBI) in an international school. To this end, nine hours of science instruction by three science teachers were video-recorded and analysed deductively based on scaffolding principles. The content analysis of observation transcripts showed that continuity, intersubjectivity, and contingency were frequently observed during interaction in science classes, whereas the teachers occasionally implemented contextual support, handover, and flow. The findings revealed that scaffolding principles were mainly related to the conceptual understanding of scientific knowledge and the control of students’ frustration in performing demanding activities and understanding complicated concepts. Furthermore, the findings uncovered that scaffolding principles were focused on providing opportunities for students’ engagement and genuine communication and eliciting real-life samples and experience through inquiry-based, concept-based, problem-based, and project-based teaching approaches. Most importantly, the teachers frequently employed various scaffolding principles through practical and active participation by doing experiments and projects, modelling, and using video aids for more interactive and collaborative teaching practices. These findings contribute to our understanding of scaffolding principles and teacher-student interaction in science classes.

Natural Language Processing and Machine Learning Approach to Teaching and Learning Research Philosophies and Paradigms

The paper cogitates on the critical advent of 4th IR focusing on the concept of machine learning (ML) underpinned by natural language processing (NLP) to demonstrate how research philosophies and paradigms can be better taught and learned for students' benefit. A systematic literature review was earmarked for its depth and textual inquiry from scholarly arguments. The main purpose of this paper is to aver a progressive technological approach towards better comprehensive research paradigms and philosophies, which are complex domains with diverse variety in higher education and a cause of discomfort for students at post-graduate levels. Using quantitative algorithm, the natural language processing and machine learning-inspired digital model poses questions that place students in a reflexive mode and draws their articulated responses as inputs that model their worldviews against a host of philosophies in the database. The paper revealed that, discordant with previous scholars who advocated for a single philosophical assumption for a field, subject or researcher, such as the existence of a pure positivist and/ or pure interpretivist, purist philosophical assumptions should be challenged to benefit students and academics. It means that the digital discovery of research philosophies and paradigms extends the work of previous theorists to the technologically inspired discovery of episteme, ontology and axiology. By its nature, the use of NLP becomes an advanced channel on how we know what we know and the nature of the reality and values being displayed. The paper contributes to the evocation of deep learning arising from new philosophies and methods. The inquiry-based teaching approach transforms learning from the generic push-teaching method that assumes universality to the fostering of a reflexive approach that helps resolve the deep ideological approaches that caused the polarisation. The manner in which NLP and ML are able to extract information relevant to knowledge or philosophical discovery paves the way for approaches that can lead to the depolarisation and decolonisation of research philosophies, which can ultimately boost the development of research students.

Effectiveness of Instructional Strategies in Bridging the Mathematics Skills Gap Among High School Students: Basis in Developing an Action Plan

The study sought analysis of high school teachers’ perception on the effectiveness of instructional strategies in bridging the mathematics skills gap among high school students with respect to the discovery approach, cooperative learning, problem-solving approach, inquiry-based teaching approach, and integrative teaching approach. Also, the study sought analysis of the problems the high school teachers encountered in using the different instructional strategies. The study utilized descriptive survey research using a structured questionnaire in gathering the needed data and was given through a Google form to teachers in Tuguegarao. There were a total of 75 respondents from 6 public secondary high schools. Based on the foregoing findings, the following conclusions were drawn. Respondents’ perceptions of the effectiveness of inquiry-based and discovery approaches as instructional strategies in bridging the mathematics skills gap among high school students are not comparable when grouped according to age and length of service, respectively. The major perceived problem encountered by the teachers in utilizing instructional strategies in bridging the mathematics skills gap among high school students is the large class size, ranked as the first major perceived problem. It is also concluded that there are enough competent mathematics teachers in high school. It was recommended that the teachers often use the Discovery approach and the inquiry-based approach instructional strategies as part of their motivation, presentation, discussion, and evaluation of the lessons in mathematics to make meaningful learning to their students.

Effect of Inquiry-based Teaching Approach on Students Achievement in Circle Theorems

This study investigated the effect of inquiry-based teaching approach on students’ achievement in Circle theorems in Senior High Schools. The study used sequential exploratory mixed method research design to collect quantitative and qualitative data to answer the various research questions. A sample of 105 students and 6 mathematics teachers from the two schools were randomly and conveniently selected respectively for the study. Circle Theorems Achievement Tests (CTAT) was administered to both intact classes (control and experimental) as pre-test and after the intervention a similar CTAT was administered as post-test. During treatment, the experimental group were taken through inquiry- based teaching approach instruction while the traditional instruction was applied to the control group. Results from paired sample t-test showed that participants in the experimental group had increment in their post-test as compared to the pre-test. However, independent samples t-test results revealed that students in the experimental group achieved better in the post-test as compared to those in the control group. Interview data showed students negative attitudes and teachers’ teaching methods (use of traditional teaching method) were the main cause of students’ poor performance in circle theorems. The observation data also revealed that time factor was challenging since inquiry class activities needed more time to complete and also forming the small groups was a challenge in the class due to large class size and classroom not spacious. In conclusion, inquiry-based teaching approach was found to increased students’ achievement in circle theorem than the traditional instruction and hence recommended for teachers to implement it in their teaching.

Challenges in Teaching Physics using Inquiry-Based Teaching and Learning Approach: A Case of Lower Secondary School in Gakenke District, Rwanda

This study was conducted for identifying the challenges confronted by Physics teachers during the implementation of competence-based curriculum (CBC) using inquiry-based teaching and learning (IBTL). It was qualitative by nature and it used a case study design. Semi-structured interview was used to collect data. It involved a sample of three teachers selected purposefully from physics teachers of 50 lower secondary schools of Gakenke District located in Northern Province of Rwanda. Data were analyzed using thematic analysis. The findings from the study revealed that the participants of the study met with number of challenges during the implementation of physics competence-based curriculum using IBTL. Those challenges include the lack or insufficiency of teaching-learning materials and infrastructures, shortage of time, poor English language of students, beliefs of students that physics is difficult subject and the lack of teachers’ skills and knowledge to prepare inquiry-based lesson. The participants of the study are recommended to improvise local available teaching materials for effective use of IBTL. Policymakers are recommended to organize regular trainings of teachers at schools levels on how to plan inquiry-based lesson for effective implementation of physics CBC.

Online Distance Learning: Its Relation to Learners' Socialization

Schools are considered an important agent of socialization; learners tend to develop life skills that benefit them daily. COVID-19 pandemic gravely affected the supposed socialization skills that learners must acquire. Hence, the Department of Education addressed the issue by drafting the BE-LCP; prescribing the academe to adapt to the situation. This study aims to find the relationship between Online Distance Learning and Learners' Socialization. The study is set during the implementation of Online Distance Learning Modality, as prescribed by the BE-LCP amidst pandemics. The respondents were Junior High School learners enrolled in Online Distance Learning Modality from the Public-School Districts of Liliw and Majayjay. Specifically, it sought answers to the following questions (1) What is the level of Online Distance Learning as to Cooperative Learning in terms of (1.1) Personal interdependence; and (1.2) Equal participation? (2) What is the level of Online Distance Learning as to Teaching Approaches in terms of (2.1) Collaborative; and (2.2) Inquiry-based? (3) What is the level of Learners' Socialization in terms of (3.1) Personality development, (3.2) Skills development, (3.3) Values formation, and (3.4) Social integration? (4) Is there a significant relationship between Online Distance Learning as Cooperative Learning and Learners' Socialization? And; (5) Is there a significant relationship between Online Teaching Approaches and Learners' Socialization? Findings showed a significant relationship between online distance learning and cooperative learning in terms of personal interdependence and equal participation and learners' socialization as to personality development, skills development, values formation, and social integration. Learners who work well with their peers develop behavior, skills, and values acceptable in society. In addition, there is a significant relationship between online distance learning as to teaching approach in terms of collaborative and inquiry-based approach and learners' socialization as to personality development, skills development, values formation, and social integration. This justified that collaborative and inquiry-based teaching approaches, though in online distance learning, are in accordance with learners' socialization. Learners who work well with their peers develop behavior, skills, and acceptable values in society. Based on the gathered data, the respondents realize and acknowledge the benefits of Online Distance Learning to their Learners' Socialization Process, which is anchored through the data that the respondents strongly agree with all the statements provided which illustrate its positive impact on them, as a person and as a learner. The research further reveals a significant relationship between Online Distance Learning, Cooperative Learning and Teaching Approaches, and Learners' Socialization across all indicators under each parameter. Therefore, the hypotheses stating that "Online Distance learning as to Cooperative Learning and Teaching Approaches has no significant relationship to Learners? Socialization is rejected. Based on the findings and conclusions, the following recommendations were set forth: (1.) Home and school coordination are recommended since learners take their classes at home; teachers may encourage parents to be more engaged in their child's education, (2.) Teachers may develop new teaching-learning strategies and approaches to addressing the needs of learners across all learning modalities amidst distant learning (3.) School administration, DRRM Coordinator, Guidance-in-charge, Safety and Health Officer may continue to provide relevant training for teachers concerning mental health and learners' socialization. It should be included in schools' LCP (Leaning Continuity Plan), (4.) Curriculum developers may continue providing the educational system with the most updated instructional material for the most comprehensive and reliable teaching reference (5.) Future researchers may use the findings of this study as the basis of a similar and/or relevant topic.

Can we do real inquiry online? Influence of real-time data collection on students’ views of inquiry in an online, multi-site masters’ degree on environmental education

In a previous study we detected that a number of inquiry stages (data collection, analysis and conclusions) went unnoticed by the students of an in situ joint online/onsite master’s degree via online teaching. In this paper we analyse the effect of improved instruction, in which students fully experienced and became aware of all the stages that comprise the inquiry-based teaching approach. In the article we show the differences between the initial and improved instruction. The comparison of student comments as exhibited in the online class diary forum between the initial and improved instruction has allowed us to analyse the influence of this improvement in the level of depth of the students’ discourse. Two codings have been employed to analyse the forums: the first (deductive) detected which stages of inquiry appeared in the comments. The second (inductive) involved the recoding of each of the previously classified comments based on five levels of communicative quality that emerged. Our main finding was that as well as being more aware of the different stages of inquiry, the students of the improved investigation were able to explain and identify them with specific examples. In other words, the investment of time in developing each of the stages in question helped them to define, afford reality to, and increase the explicative quality of their comments.

Building STEM Inquiry-Based Teaching Proposal Through Collaborations Between Schools and Research Centres: Students’ and Teachers’ Perceptions

<p style="text-align: justify;">This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students’ competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students’ identities as potential scientists, scientific attitudes, social implications towards science or students´ agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.</p>

Facilitating EFL teachers’ professional development through CLS of English literature instruction

PurposeAgainst the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.Design/methodology/approachThis study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis.FindingsThe results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development.Originality/valueThis study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.

Inquiry-Based Teaching Practices, Attitudes, and Difficulties of Secondary Science Teachers in Masinloc District Division of Zambales for S.Y. 2020-2021

This study aimed to assess the science inquiry-based practices, attitudes, and difficulties of secondary science teachers in the district of Masinloc, division of Zambales.
 The data gathered through the questionnaire were statistically treated with percentage, weighted mean, Pearson’s Correlation Coefficient, and Analysis of Variance (ANOVA).
 There is significant difference on the number of trainings towards origin of questioning, nature of problem, responsibility within the inquiry process, students’ diversity and variability and explanation of learning goals. There is significant difference on highest educational attainment towards explanation of learning goals and significant on sex towards origin of questioning. There is significant difference on the perception towards attitude on the use of inquiry-based teaching and learning when grouped according to highest educational attainment. There is significant difference on the number of trainings towards all dimensions of practices of science teachers exhibited components of scientific inquiry-based learning approach;
 The researcher recommended that the use of inquiry-based teaching and learning approach in teaching Science is highly encouraged in order to help the learners to overcome their problems in engaging with the lesson; that the teacher is encouraged to use the inquiry-based teaching and learning practices model to help them in attaining the consistency of the inquiry process within their lesson; and lastly a replication of this study is encouraged with in-depth and wider in scope so as to better determine the effectiveness of Inquiry-Based Teaching/Learning approach.

The Views of Pre-Service Science Teachers on the History of Science After Taking the Course of the Course of Nature and History of Science: A Profile from Turkey

This study aims to determine the knowledge levels in the Nature and History of Science course of the prospective teachers studying in the science education program and their views following the course. Six interview questions were asked to the pre-service teachers in the science education program about the Nature and History of Science course. Seventy-nine pre-service teachers studying at a state university’s Faculty of Education Department of Science Education who took the Nature and History of Science course in the 2018-2019 academic year participated in this study voluntarily. Case study, one of the qualitative research designs, was used in this study. Case study is a research method that identifies an event or phenomenon within the framework of natural real life, and examines situations in a multifaceted, systematic and detailed manner (Yildirim & Simsek, 2013). The characteristics of qualitative research are based on the main emphasis, process, understanding and meaning. The researcher is the main determinant in data collection and analysis, the process is inductive, and the product should be detailed and extensive (Merriam, 2013). Data were collected through interview questions developed by the researchers on the Nature and History of Science course. According to data analysis and the views of the prospective teachers, the highest 3 frequencies for the first question are as follows: ‘Scientific information does not change. Hypotheses are developed into theories and theories are developed into laws. There is only one scientific method that is universally accepted in science.’ In the second question, the pre-service teachers named the first 5 scientists with whom they were most impressed were as Aziz Sancar, Albert Einstein, Tesla, Avicenna and Newton. As for the third question, the view mostly emphasized by the pre-service teachers on the inclusion of the Nature and History of Science course among the secondary school courses was that scientific information is not easy to reach and how to reach it should be taught. Another view was that the importance of science should be taught at an early age. The fourth question was asked to the participants to reveal the techniques/methods they will use to teach the nature of science when they actively start to work as teachers. The responses were inquiry-based teaching and constructivist learning approach along with teaching through demonstration and brainstorming. In the fifth question, while explaining the relationship between the history of science and nature of nature for science-literate individuals, pre-service teachers expressed an opinion that it is easier to understand the nature of science if it is based on the history of science, that the nature of science contains the history of science, and that the history of science and the nature of science nurture and support each other. The sixth question aimed to reveal additional views of the teacher candidates on the nature and history of science course. The responses were as follows: ‘I consider it adequate’, ‘It may be more intriguing and interesting’, and ‘The importance of science should be taught at an early age.’

Development of Teachers’ PCK for a Scientific Inquiry-based Teaching Approach in Namibia’s Rural Schools

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers’ PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers’ PCK for inquiry-based science teaching.

Fostering Students’ Workplace Communicative Competence and Collaborative Mindset through an Inquiry-Based Learning Design

This paper illustrates the efficiency of implementing an inquiry-based teaching and learning module on the development of workplace communication competence and collaborative mindset in a college-level English as a Foreign Language context. In particular, the study highlights the 5E constructivist approach as the pedagogical foundation and addresses the effects of project-based learning scenario on students’ engagement and their views in terms of “workplace habits of mind”. The 5E model includes five stages: engagement, exploration, explanation, elaboration, and evaluation. In addition, teaching strategies like academia-industry cooperative teaching, industry field trip, reflective writing, and project-based presentation were incorporated into each instructional phase to emphasize the development of students’ social, collaborative, and problem-solving skills. Both quantitative and qualitative data were collected including students’ perceived effectiveness of engagement activities, weekly reflective journal writing and focus group interviews. The results of the study indicate that the inquiry-based teaching and learning approach had a favorable effect on the development of students’ engagement and hands-on, mind-on skills such as critical thinking, collaboration, and communication.

Using GLOBE as a simulation lab to prepare STEM ready pre-service environmental science teachers: a liberal arts university’s approach

To prepare Pre-service teachers to meet the demands of an increasingly technological society, a GLOBE (Global Learning and Observations to Benefit the Environment) simulation lab was infused into one of the pre-service teachers’ science courses. This course was designed to support and engage pre-service teachers in understanding how to incorporate meaningful STEM activities into their own learning experiences, and how ultimately to infuse this learning experience into their future classrooms. Organized as a research project, the course emphasizes integrating inquiry-based teaching approaches to the learning environment for pre-service teachers to develop a holistic understanding of basic Earth Science concepts. The GLOBE simulation laboratory is equipped with computers, interfaced LabQuest probes and traditional laboratory equipment that enhance interactive learning and hands-on experiences. A major component of the course is the ability to develop activities into long-term research projects. Data for a 12-months period is highlighted in this paper. Results from an end of course survey indicated that pre-service teachers valued their experiences in the simulation lab and were more confident in their ability to incorporate Geoscience ideas into the learning environment.