Eurasia Journal of Mathematics, Science and Technology Education

• Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198. https://doi.org/10.1016/j.learninstruc.2006.03.001
• Aktamis, H., & Ergin, O. (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), Article 4.
• Akuma, F. V., & Callaghan, R. (2019). Characterising extrinsic challenges linked to the design and implementation of inquiry-based practical work. Research in Science Education, 49, 1677-1706. https://doi.org/10.1007/s11165-017-9671-x
• Akuma, F. V., & Gaigher, E. (2021). A systematic review describing contextual teaching challenges associated with inquiry-based practical work in natural sciences education. Eurasia Journal of Mathematics, Science and Technology Education. 17(12), Article em2044. https://doi.org/10.29333/ejmste/11352
• Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). The Australian Curriculum F-10: The three interrelated strands of science. https://www.australiancurriculum.edu. au/f-10-curriculum/science/structure/
• Baur, A., & Emden, M. (2020). How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills. Chemistry Teacher International, 3(1). https://doi.org/10.1515/cti-2019-0013
• Bybee, R. W. (2006). Scientific inquiry and science teaching. In L. B. Flick, & N. G. Lederman (Eds.). Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Springer.
• Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291-318. https://doi.org/10.1007/s10972-012-9275-2
• Conner, J., Mitra, D. L., Holquist, S. E., & Boat, A. (2025) How teachers’ student voice practices affect student engagement and achievement: Exploring choice, receptivity, and responsiveness to student voice as moderators. Journal of Educational Change, 26, 89-118. https://doi.org/10.1007/s10833-024-09513-0
• Dunlop, L., Turkenburg-van Diepen, M., Knox, K. J., & Bennett, J. (2020). Open-ended investigations in high school science: Teacher learning intentions, approaches and perspectives. International Journal of Science Education, 42(10), 1715-1738. https://doi.org/10.1080/09500693.2020.1778211
• Fitzgerald, M., Danaia, L., & McKinnon, D. H. (2019). Barriers inhibiting inquiry-based science teaching and potential solutions: Perceptions of positively inclined early adopters. Research in Science Education 49, 543-566 https://doi.org/10.1007/s11165-017-9623-5
• Gultepe, N., & Kilic, Z. (2015). Effect of scientific argumentation on the development of scientific process skills in the context of teaching chemistry. International Journal of Environmental & Science Education, 10(1), 111-132. https://doi.org/10.1037/t51058-000
• Hattie, J. (2008). Visible learning: A synthesis of over 800 meta analyses related to achievement. Routledge. https://doi.org/10.4324/9780203887332
• Herranen, J., & Aksela, M. (2019). Student-question-based inquiry in science education. Studies in Science Education, 55(1). https://doi.org/10.1080/03057267.2019.1658059
• Kaya, F., Borgerding, L. A., & Ferdous, T. (2020). Secondary science teachers’ self-efficacy beliefs and implementation of inquiry. Journal of Science Teacher Education, 32(1), 107-121. https://doi.org/10.1080/1046560X.2020.1807095
• Khan, S., & Krell, M. (2019). Scientific reasoning competencies: A case of preservice teacher education. Canadian Journal of Science, Mathematics and Technology Education, 19, 446-464. https://doi.org/10.1007/s42330-019-00063-9
• KMK. (2020). Bildungsstandards im fach biologie für die allgemeine hochschulreife [Educational standards in biology for the general higher education entrance qualification]. Wolters Kluwer.
• Krell, M., Dawborn-Gundlach, M., & van Driel, J. (2020). Scientific reasoning competencies in science teaching. Teaching Science, 66(2), 32-42.
• Kruit, P. M., Oostdam, R. J., van den Berg, E., & Schuitema, J. A. (2018). Effects of explicit instruction on the acquisition of students’ science inquiry skills in grades 5 and 6 of primary education. International Journal of Science Education, 40(4), 421-441. https://doi.org/10.1080/09500693.2018.1428777
• Lederman, J. S., Lederman, N. G., Bartels, S., Jimenez, J., Acosta, K., Akubo, M., Aly, S., de Andrade, M., Atanasova, M., Blanquet, E., Blonder, R., Brown, P., Cardoso, R., Castillo-Urueta, P., Chaipidech, P., Concannon, J., Dogan, O., El-Deghaidy, H., Elzorkani, A., … Wishart, J. (2021). International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: Is progress being made? International Journal of Science Education, 43, 991-1016. https://doi.org/10.1080/09500693.2021.1894500
• Lederman, J., Lederman, N., Bartels, S., Jimenez, J., Akubo, M., Aly, S., Bao, C., Blanquet, E., Blonder, R., Soares de Andrade, M. B., Buntting, C., Cakir, M., EL-Deghaidy, H., ElZorkani, A., Gaigher, E., Guo, S., Hakanen, A., Hamed Al-Lal, S., Han-Tosunoglu, C., … Zhou, Q. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512
• Lewis, R. A., & Treagust, D. F. (2013). Introduction of a new model for practical work in school science laboratories in Oman. Eurasia Journal of Mathematics, Science & Technology Education, 9(3), 265-272. https://doi.org/10.12973/eurasia.2013.934a
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. https://doi.org/10.1016/0147-1767(85)90062-8
• Lotter, C., Yow, J. A., & Peters, T. T. (2014). Building a community of practice around inquiry instruction through a professional development program. International Journal of Science and Mathematics Education, 12(1). https://doi.org/10.1007/s10763-012-9391-7
• McNeill, K. L., González‐Howard, M., Katsh‐Singer, R., & Loper, S. (2016). Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching, 53(2), 261-290. https://doi.org/10.1002/tea.21252
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
• Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
• Ministry of Education, Singapore. (2021). Science syllabus: Lower secondary express course, normal (academic) course. https://www.moe.gov.sg/-/media/files/secondary/fsbb/syllabus/2021-g2g3-lower-secondary-science-syllabus-updated-apr-2024.pdf
• Moore, T. J., Johnson, C. C., Peters-Burton, E. E., & Guzey, S. S. (2015). The need for a STEM road map. In C. C. Johnson (Ed.), STEM road map: A framework for integrated STEM (pp. 3-12). Routledge. https://doi.org/10.4324/9781315753157-1
• Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (2016). TIMSS 2015 encyclopedia: Education policy and curriculum in mathematics and science. Boston College. http://timssandpirls.bc.edu/timss2015/encyclopedia/
• National Research Council. (2000). Inquiry and the national science education standards. National Academy Press.
• Navy, S. L., Nixon, R. S., Luft, J. A., & Jurkiewicz, M. A. (2020). Accessed or latent resources? Exploring new secondary science teachers’ networks of resources. Journal of Research in Science Teaching, 57, 184-208. http://doi.org/10.1002/tea.21591
• Next Generation Science Standards (NGSS) Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press. https://www.nextgenscience.org/search-standards
• Nolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. https://doi.org/10.1016/j.tate.2016.11.004
• Osborne, J. (2013). The 21st century challenge for science education. Thinking Skills and Creativity, 10, 265-279. https://doi.org/10.1016/j.tsc.2013.07.006
• Ramnarain, U., Capps, D. K., & Hsu, Y. S. (2022). Professional development of science teachers for inquiry instruction. In J. A. Luft, & G. M. Jones (Eds.), Handbook of research on science teacher education (pp. 273-286). Routledge. https://doi.org/10.4324/9781003098478-24
• Robelee, D., & Whipp, P. R. (2021). Teachers’ perceptions of the challenges of implementing differentiated instruction in physical education. European Physical Education Review, 27(4), 766-783.
• Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development.
• Rudolph, J. L. (2024). Scientific literacy: Its real origin story and functional role in American education. Journal of Research in Science Teaching, 61(3), 519-532. https://doi.org/10.1002/tea.21890
• Schwartz, R., Lederman, J., & Enderle, P. J. (2023). Scientific inquiry literacy: The missing link on the continuum from science literacy to scientific literacy. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education (Vol. 3, pp. 749-782). Routledge. https://doi.org/10.4324/9780367855758-28
• Stevenson, E., Dawborn- Gundlach, M., & van Driel, J. (2024). Practices for developing students' science inquiry skills: Insights from secondary school teachers. Teaching Science, 70(3), 8-18.
• Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2023). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 60(2), 191-249. https://doi.org/10.1080/03057267.2023.2207148
• Thompson, P. W., Kriewaldt, J. A., & Redman, C. (2020). Elaborating a model for teacher professional learning to sustain improvement in teaching practice. Australian Journal of Teacher Education, 45(2). https://doi.org/10.14221/ajte.2020v45n2.5
• Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21^st century skills through scientific literacy and science process skills. Procedia-social and behavioural sciences, 59, 110-116. https://doi.org/10.1016/j.sbspro.2012.09.253
• Victorian Curriculum and Assessment Authority (VCAA). (2016). Science. https://victoriancurriculum.vcaa.vic.edu.au/science/curriculum/f-10
• Voogt, J. M., Pieters, M., & Handelzalts, A. (2016). Teacher collaboration in curriculum design teams: Effects, mechanisms, and conditions. Educational Research and Evaluation, 22(3-4), 121-140, https://doi.org/10.1080/13803611.2016.1247725
• Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction – an attempt to disentangle a manifold construct. International Journal of Science Education, 41(11), 1562-1577. https://doi.org/10.1080/09500693.2019.1616124

APA

Stevenson, E. M., Dawborn-Gundlach, M., van Driel, J., & Krell, M. (2025). Supporting secondary school science teachers to teach science inquiry skills. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2670. https://doi.org/10.29333/ejmste/16614

Vancouver

Stevenson EM, Dawborn-Gundlach M, van Driel J, Krell M. Supporting secondary school science teachers to teach science inquiry skills. EURASIA J Math Sci Tech Ed. 2025;21(7):em2670. https://doi.org/10.29333/ejmste/16614

AMA

Stevenson EM, Dawborn-Gundlach M, van Driel J, Krell M. Supporting secondary school science teachers to teach science inquiry skills. EURASIA J Math Sci Tech Ed. 2025;21(7), em2670. https://doi.org/10.29333/ejmste/16614

Chicago

Stevenson, Emma Marie, Merryn Dawborn-Gundlach, Jan van Driel, and Moritz Krell. "Supporting secondary school science teachers to teach science inquiry skills". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 7 (2025): em2670. https://doi.org/10.29333/ejmste/16614

Harvard

Stevenson, E. M., Dawborn-Gundlach, M., van Driel, J., and Krell, M. (2025). Supporting secondary school science teachers to teach science inquiry skills. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2670. https://doi.org/10.29333/ejmste/16614

MLA

Stevenson, Emma Marie et al. "Supporting secondary school science teachers to teach science inquiry skills". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 7, 2025, em2670. https://doi.org/10.29333/ejmste/16614