Inquiry-Based Science Teaching and Learning

Dear Colleagues,

Scientific education based on inquiry is a science teaching–learning methodology that has proved the development of basic scientific competencies in students at all educational stages (Hodson, 2014; McConney et al., 2016; Romero-Ariza, 2017). Inquiry allows students to confront the natural stages of scientists' work; they set general and specific objectives, formulate hypotheses, design stages to test them, collect evidence, process data and represent it, contrast arguments and draw conclusions that they disseminate (Bell & Linn, 2010; Pozuelo et al., 2023). Some studies have shown that including students' interests in this inquiry process favors learning and motivation towards it (Pozuelo & Cascarosa, 2023). Despite the progress made in knowledge about this methodology, there is still a long way to go since inquiry in classrooms can be developed from multiple topics, perspectives, educational levels, etc. Thus, researchers must continue contributing to understand the keys to specific competencies, skills and abilities that students develop in the inquiry process and the difficulties found along it (Ferrés-Gurt et al., 2015; Solbes et al., 2018; Tierno et al., 2022).

Therefore, we are pleased to invite you to submit your research work and share the scientific advances found within this topic.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

Original works that present inquiry experiences in the classroom with students of any educational stage, and show the results about the impact on competencies, abilities, skills, motivation, etc.

Articles of a theoretical or empirical nature that advance the theoretical and practical development of inquiry-based education.

Systematic reviews that collect knowledge obtained on a specific topic related to science education.

References

Bell, P., & Linn, M. C. Scientifc arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education 2010, 22(8), 797–817. doi: 10.1080/095006900412284

Ferrés-Gurt, C., Marbà-Tallada, A., & Sanmartí, N. Trabajos de indagación de los alumnos: Instrumentos de evaluación e identifcación de difcultades [Students’ enquiry projects: Evaluation tools and identifcation of difculties]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 2015, 12(1), 22–37. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2015.v12.i1.03

Hodson, D. Learning science, learning about science, doing science: Diferent goals demand different learning methods. International Journal of Science Education 2014, 36, 2534–2553. doi: 10.1080/09500693.2014.899722

McConney, A.; Oliver, M.C.; Woods-McConney, A.; Schibeci, R.; Maor, D. Inquiry, engagement, and literacy in science: A retrospective, cross-national analysis using PISA 2006. Sci. Educ. 2014, 98, 963–980.

Pozuelo Muñoz, J.; Cascarosa Salillas, E. Diseño y uso de herramientas para el análisis del desarrollo de la Competencia Científica en el contexto de una Secuencia de Enseñanza Aprendizaje en Educación Secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 2023, 21(2), 2301. doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2024.v21.i2.2301

Pozuelo-Muñoz, J.; Calvo-Zueco, E.; Sánchez-Sánchez, E.; Cascarosa-Salillas, E. Science Skills Development through Problem-Based Learning in Secondary Education. Educ. Sci. 2023, 13, 1096. doi: 10.3390/educsci13111096

Romero-Ariza, M. (2017). El aprendizaje por indagación: ¿existen suficientes evidencias sobressus beneficios en la enseñanza de las ciencias?  Revista   Eureka   sobre   enseñanza   y divulgación de la sciencias 2017, 14(2), 286-299. doi:10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i2.01

Solbes, J., Fernández-Sánchez, J., Domínguez-Sales, M. C., Cantó, J. R., & Guisasola, J. Influencia de la formación y la investigación didáctica del profesorado de ciencias sobre su práctica docente. Enseñanza de las ciencias 2018, 36(1), 25-44 . doi: 10.5565/rev/ensciencias.2355

Tierno, S. P., Solbes, J., Gavidia, V., & Tuzón, P. La formación científica y didáctica en el grado de Maestro en Educación Primaria y la presencia de la indagación según el profesorado. Revista Interuniversitaria De Formación Del Profesorado 2022, 97(36.1). doi:10.47553/rifop.v97i36.1.92489

We look forward to receiving your contributions.

Dr. Esther Cascarosa
Dr. María Mercedes Vázquez Vílchez
Guest Editors

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• inquiry education
• science education
• scientific competence