Inquiry-Based Learning and Student Engagement

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Curriculum and Instruction".

Deadline for manuscript submissions: 31 January 2025 | Viewed by 216

Special Issue Editor


E-Mail Website
Guest Editor
Science Educational Center, National Taiwan Normal University (NTNU), Taipei City 106, Taiwan
Interests: science education; inquiry teaching and learning; educational assessment; large-scale assessment in education

Special Issue Information

Dear Colleagues,

This Special Issue, titled “Inquiry-Based Learning and Student Engagement”, aims to highlight the crucial role of inquiry-based learning in enhancing student engagement and scientific literacy. Emphasizing the importance of this research area against the backdrop of contemporary educational challenges, this Special Issue aims to showcase innovative research, theoretical advancements, and practical strategies for integrating scientific inquiry with student engagement. Its scope covers diverse topics, including innovative teaching practices, the role of technology, teacher education, assessment strategies, equity and inclusion, environmental education, and cross-disciplinary approaches. Through a collection of research articles, reviews, and case studies, this Special Issue seeks to offer insights into designing and implementing effective inquiry-based science education that motivates students and improves learning outcomes. This targets educators, policymakers, and researchers, providing them with evidence-based strategies to foster a more engaging and inclusive science education landscape. This initiative represents a pivotal step towards understanding and improving the ways in which scientific inquiry can be leveraged to enhance student engagement, with the ultimate goal being that of preparing students for the challenges of the 21st century. Therefore, the ultimate aim of this Special Issue is to investigate how inquiry-based approaches in science education foster more profound interest and engagement among students, compared to traditional teaching methods.

Suggested themes are indicated as follows:

  1. Innovative practices in scientific inquiry to promote engagement: showcasing cutting-edge strategies, tools, and technologies that elevate students' active participation and curiosity in science education.
  2. Assessing engagement in inquiry-based science education: exploring methodologies and tools for measuring students' engagement levels and their correlation with academic achievement in inquiry-based learning environments.
  3. The impact of teacher facilitation on student engagement: examining the role of teachers in facilitating inquiry-based learning experiences and how different approaches can affect students' engagement and motivation.
  4. Collaborative inquiry and peer learning: assessing how group work and collaborative inquiry projects influence engagement and social learning among students in science education.
  5. The influence of classroom environment on inquiry engagement: understanding how physical, social, and psychological aspects of the classroom setting contribute to or hinder students' engagement in scientific inquiry.
  6. Challenges and barriers to engaging students in scientific inquiry: identifying common challenges educators face in implementing inquiry-based science education and strategies to overcome these obstacles to engage students effectively.
  7. Cultural and contextual factors in scientific inquiry engagement: exploring how cultural backgrounds, societal contexts, and access to resources impact students' engagement in scientific inquiry, as well as ways to address these disparities.
  8. Integrating technology and digital tools in scientific inquiry: investigating the effectiveness of digital tools, simulations, and online platforms in enhancing students' engagement and participation in activities related to scientific inquiry.
  9. Large-scale survey studies on engagement in scientific inquiry: presenting cohort studies or longitudinal research that tracks changes in students' engagement with scientific inquiry over time, highlighting factors that contribute to sustained interest and motivation in science education.

Dr. Tsung-Hau Jen
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • science inquiry engagement
  • inquiry-based science education (IBSE)
  • technology in inquiry learning
  • assessment of inquiry skills
  • educational equity and inclusion

Published Papers

This special issue is now open for submission.
Back to TopTop