Instructional Science

Facilitating productive scientific inquiry remains a significant challenge in resource-constrained contexts, where systemic barriers, ranging from student cognitive gaps to high teacher orchestration loads, often derail the implementation of inquiry-based pedagogies. While technology-augmented approaches offer potential solutions, the mechanisms by which they function in disadvantaged settings remain underexplored. This quasi-experimental study investigated a context-adapted technology-augmented inquiry approach (TAIA) designed to mitigate these barriers. In a comparative analysis of two secondary classrooms, the experimental group (EG, n = 46) used a digital platform for inquiry scaffolding, while the comparison group (CG, n = 48) engaged in an equivalent worksheet-supported inquiry. Results indicated that TAIA significantly enhanced students’ scientific learning achievements and their perceptions of teacher support. Furthermore, micro-level analysis of classroom practice revealed that the platform’s real-time visibility afforded the teacher a shift from reactive, content-focused correction to proactive, inquiry-related coaching tailored to students’ emerging needs. These findings suggest that technology engineered to provide pedagogical visibility, simultaneously scaffolding student inquiry and alleviating teacher orchestration load, can help transform teaching practices and democratize access to high-quality science education.

Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations, where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design (N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC. The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.