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Advancing inquiry-based science education is crucial for fostering sustainable development among science teachers. Integrating digital technology into teacher preparation programs is essential due to its widespread use in inquiry-based methodologies. Understanding the Nature of Scientific Inquiry (NOSI) is fundamental for pre-service science teachers (PSTs) to teach science effectively and sustainably. This study examines PSTs' understanding of NOSI to identify gaps and areas for improvement among 278 PSTs (224 females and 54 males) from five Thai universities. An adapted 13-item Views about Scientific Inquiry (VASI) instrument, tailored for science teacher education, was used to assess PSTs' comprehension of NOSI across eight aspects. The VASI Responses were analyzed using directed content analysis, categorizing understandings into naïve, mixed, and informed levels. Findings revealed significant variations in NOSI understanding within the themes of question, method, and conclusion, with most PSTs displaying mixed understandings, indicating partial comprehension. The study highlights the benefits of combining NOSI understanding with technology-infused pedagogical applications of inquiry. It underscores the potential of this integration for sustainable science teacher development by improving NOSI comprehension and equipping future teachers with essential competencies. This approach ensures that PSTs are well-prepared to implement inquiry-based learning effectively, thereby advancing sustainable and effective science education globally.

The aim of this study is to examine Korean middle school students' view about scientific inquiry with the Views about Scientific Inquiry (VASI) questionnaire, an instrument that deals with eight aspects of scientific inquiry. 282 Korean middle school students participated in this study, and their responses were classified as informed, mixed, and naïve. The results revealed that Korean middle school students primarily held mixed or naïve views about scientific inquiry. To discover why students held these views, their responses were analyzed in detail. For instance, they did not understand the meaning of \"experiment\", \"scientific\", \"data\", and \"evidence\" well. They understood scientific terminology and scientific inquiry in everyday contexts. Students also tended to regard science process skill as scientific method. According to the results mentioned above, explicit and reflective instruction is necessary to develop students' views about scientific inquiry.

How does contemporary science contribute to our understanding about what it means to be women or men? What are the social implications of scientific claims about differences between \"male\" and \"female\" brains, hormones, and genes? How does culture influence scientific and medical research and its findings about human sexuality, especially so-called normal and deviant desires and behaviors? Gender and the Science of Difference examines how contemporary science shapes and is shaped by gender ideals and images. Prior scholarship has illustrated how past cultures of science were infused with patriarchal norms and values that influenced the kinds of research that was conducted and the interpretation of findings about differences between men and women. This interdisciplinary volume presents empirical inquiries into today's science, including examples of gendered scientific inquiry and medical interventions and research. It analyzes how scientific and medical knowledge produces gender norms through an emphasis on sex differences, and includes both U.S. and non-U.S. cases and examples.

本研究目的在探討以個體層級之學習投入、好奇心與教師集體層級變項（包括科學探究教學信念、非科學探究教學信念、教師專業社群支持、創新教學支持、教學經驗）為自變項，探討兩者對學生科學探究能力的影響，並檢驗教師集體層級變項是否透過學生層級變項的中介對學生科學探究能力產生跨層級調節式中介效果的影響與教師集體層級變項之跨層級調節效果。本研究透過對32所國高中、494位教師、1,926位學生的調查，使用階層線性模式（Hierarchical Linear Modeling, HLM）分析變項間的關係。研究結果發現如下：一、學生學習投入與好奇心對科學探究能力有正向直接影響效果；二、教師科學探究教學共同信念、教師專業社群支持與創新教學支持對學生科學探究能力具有跨層級直接效果，其中，創新教學支持的影響效果為正向直接效果，而教師科學探究教學共同信念與教師專業社群支持的影響效果為負向直接效果；三、教師集體教學經驗會經由學習投入影響學生科學探究能力表現，具有跨層級調節式中介效果，亦即教師集體教學經驗不僅對學生科學探究能力有顯著的間接效果，同時也具有正向調節效果；四、教師科學探究教學共同信念對學生好奇心與學生科學探究能力表現之關係具有正向調節效果。除此之外，學生好奇心也具有正向調節教師科學探究教學共同信念與科學探究能力關係的效果，亦即教師科學探究教學的共同信念對於探究能力 的負向影響將因學生好奇心的逐漸提升而漸趨減緩，終至好奇心提升到一定程度時，將調節教師集體層級之科學探究信念正向影響學生探究能力，並漸趨增強。 This study used the two variables at the individual level of students (i.e., engagement and curiosity) and five teacher group variables at the school level (i.e., inquiry belief, non-inquiry belief, school support for the teacher community, school support for innovative teaching, and teaching experience) as independent variables to discuss how these factors influence the students’ scientific inquiry abilities. This study also examined whether school level variables affect the cross-level moderated mediation on the scientific inquiry abilities of students by mediating the student level variables and explored for the cross-level moderation in the school level variables that may occur. In this investigation, spanning 32 junior and senior high schools including 494 teachers and 1,926 students, hierarchical linear modeling was used to analyze the relationship among the variables at different levels. The findings of this study are as follows: (1) The two variables, engagement and curiosity, at the individual level of students have a direct and positive effect on scientific inquiry abilities. (2) Inquiry belief, school support for the teacher community, and school support for innovative teaching have a cross-level direct effect on the scientific inquiry abilities of students. Here, the effect of school support for innovative teaching is positive and direct, whereas the effects of inquiry belief and school support for the teacher community are negative and direct. (3) Teaching experience can influence students’ performance of scientific inquiry abilities through engagement, which demonstrates a cross-level moderated mediation. That is, teaching experience not only has an obvious and indirect effect on scientific inquiry abilities but also provides positive moderation. (4) Inquiry belief provides positive moderation on the relationship between curiosity and the performance of scientific inquiry abilities. Similarly, curiosity demonstrates positive moderation on the relationship between inquiry belief and scientific inquiry abilities. In other words, when curiosity gradually increases, inquiry belief gradually decrease a negative effect on scientific inquiry abilities. Finally, curiosity, increasing to a certain extent, moderates inquiry belief, thus having a positive effect on scientific inquiry abilities that are gradually strengthening.

Recent empirical research has shown that students' inquiry competence can be improved, when they are explicitly taught understandings about scientific inquiry (USI). However, there is little research on the USI content taught in high schools. Examining Science textbooks is one way of identifying what might be taught in the classroom. The aim of this paper is to analyse the content of German science textbooks regarding their USI content. To do so, the understandings about scientific inquiry rubrics (USIR) were developed, validated and applied to a sample of n = 789 texts from n = 13 German textbooks for high school science. The results show that most textbooks dedicate one specific page to USI. The breadth of statements is relatively narrow. For researchers, the USIR present an instrument for the content analysis of instruction materials and learning environments. For teachers and curriculum developers they can be used as an instrument to enrich the content of textbooks, instruction materials and presentations. (Orig.).

The global urgency to improve STEM education may be driven by environmental and social impacts of the twenty-first century which in turn jeopardizes global security and economic stability. The complexity of these global factors reach beyond just helping students achieve high scores in math and science assessments. Friedman (The world is flat: A brief history of the twenty-first century, 2005) helped illustrate the complexity of a global society, and educators must help students prepare for this global shift. In response to these challenges, the USA experienced massive STEM educational reforms in the last two decades. In practice, STEM educators lack cohesive understanding of STEM education. Therefore, they could benefit from a STEM education conceptual framework. The process of integrating science, technology, engineering, and mathematics in authentic contexts can be as complex as the global challenges that demand a new generation of STEM experts. Educational researchers indicate that teachers struggle to make connections across the STEM disciplines. Consequently, students are often disinterested in science and math when they learn in an isolated and disjoined manner missing connections to crosscutting concepts and real-world applications. The following paper will operationalize STEM education key concepts and blend learning theories to build an integrated STEM education framework to assist in further researching integrated STEM education.

This study used the two variables at the individual level of students (i.e., engagement and curiosity) and five teacher group variables at the school level (i.e., inquiry belief, non-inquiry belief, school support for the teacher community, school support for innovative teaching, and teaching experience) as independent variables to discuss how these factors influence the students’ scientific inquiry abilities. This study also examined whether school level variables affect the cross-level moderated mediation on the scientific inquiry abilities of students by mediating the student level variables and explored for the cross-level moderation in the school level variables that may occur. In this investigation, spanning 32 junior and senior high schools including 494 teachers and 1,926 students, hierarchical linear modeling was used to analyze the relationship among the variables at different levels. The findings of this study are as follows: (1) The two variables, engagement and curiosity, at the individual level

The intervention study presented in this paper explored pre-service science teachers' (PSSTs) understanding of scientific inquiry (SI) and scientific practices (SPs) during a laboratory application in science education course. Thirty-nine secondary school PSSTs, who study in the Science Education Department in a public university in Turkey, enrolled in a 14-week-long course and volunteered to participate in the study. The participants were exposed to a method is called \"the 4-phase implementation\" that includes laboratory-based inquiry activities addressing SI and SPs and they completed microteaching presentations. Their understanding of SI and SPs was examined through the course period. The main data sources included \"Views about Scientific Inquiry (VASI) Instrument\" and concept maps were used to track the changes in these understandings. The findings indicated that PSSTs had inadequate understanding of inquiry on some aspects even after the treatment. Yet, the method had positive impact in PSSTs' understanding inquiry especially in terms of facilitating the comprehension that scientific investigations begin with questions, there is no single method in investigations, and explanations are derived from collected data. The concept maps created by some of the participants also supported these results and revealed a more coherent and holistic understanding of SPs by integrating both epistemic and social components into their maps. However, PSSTs did not seem to have totally understood other aspects of inquiry including the inquiry procedures, the research conclusions, and the difference between data and evidence. Further implications are critically discussed in terms of designing future laboratory applications for science education courses.

What did the Romans know about their world? Quite a lot, as Daryn Lehoux makes clear in this fascinating and much-needed contribution to the history and philosophy of ancient science. Lehoux contends that even though many of the Romans' views about the natural world have no place in modern science—the umbrella-footed monsters and dog-headed people that roamed the earth and the stars that foretold human destinies—their claims turn out not to be so radically different from our own. Lehoux draws upon a wide range of sources from what is unquestionably the most prolific period of ancient science, from the first century BC to the second century AD. He begins with Cicero's theologico-philosophical trilogy On the Nature of the Gods, On Divination, and On Fate, illustrating how Cicero's engagement with nature is closely related to his concerns in politics, religion, and law. Lehoux then guides readers through highly technical works by Galen and Ptolemy, as well as the more philosophically oriented physics and cosmologies of Lucretius, Plutarch, and Seneca, all the while exploring the complex interrelationships between the objects of scientific inquiry and the norms, processes, and structures of that inquiry. This includes not only the tools and methods the Romans used to investigate nature, but also the Romans' cultural, intellectual, political, and religious perspectives. Lehoux concludes by sketching a methodology that uses the historical material he has carefully explained to directly engage the philosophical questions of incommensurability, realism, and relativism. By situating Roman arguments about the natural world in their larger philosophical, political, and rhetorical contexts, What Did the Romans Know? demonstrates that the Romans had sophisticated and novel approaches to nature, approaches that were empirically rigorous, philosophically rich, and epistemologically complex.

本研究目的在探討以個體層級之學習投入、好奇心與教師集體層級變項（包括科學探究教學信念、非科學探究教學信念、教師專業社群支持、創新教學支持、教學經驗）為自變項，探討兩者對學生科學探究能力的影響，並檢驗教師集體層級變項是否透過學生層級變項的中介對學生科學探究能力產生跨層級調節式中介效果的影響與教師集體層級變項之跨層級調節效果。本研究透過對32所國高中、494位教師、1,926位學生的調查，使用階層線性模式（Hierarchical Linear Modeling, HLM）分析變項間的關係。研究結果發現如下：一、學生學習投入與好奇心對科學探究能力有正向直接影響效果；二、教師科學探究教學共同信念、教師專業社群支持與創新教學支持對學生科學探究能力具有跨層級直接效果，其中，創新教學支持的影響效果為正向直接效果，而教師科學探究教學共同信念與教師專業社群支持的影響效果為負向直接效果；三、教師集體教學經驗會經由學習投入影響學生科學探究能力表現，具有跨層級調節式中介效果，亦即教師集體教學經驗不僅對學生科學探究能力有顯著的間接效果，同時也具有正向調節效果；四、教師科學探究教學共同信念對學生好奇心與學生科學探究能力表現之關係具有正向調節效果。除此之外，學生好奇心也具有正向調節教師科學探究教學共同信念與科學探究能力關係的效果，亦即教師科學探究教學的共同信念對於探究能力的負向影響將因學生好奇心的逐漸提升而漸趨減緩，終至好奇心提升到一定程度時，將調節教師集體層級之科學探究信念正向影響學生探究能力，並漸趨增強。