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.

Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to use retrieval practice and then collected pre-test data on how well they were able to do this in a classroom simulator scenario. Participants were then randomised them to one of three groups: an active control group in which they restudied the document (no model), a video model of effective practice, or a similar video model annotated with the underpinning theory. We then collected post-test data in a second simulator exercise. Exposure to video models improved participants’ use of retrieval practice methods relative to no model. However, adding the annotation to the models did not yield additional benefits. Models did not improve teachers’ knowledge or self-efficacy. Findings support the theory that incorporating models in initial teacher training can help new teachers make use of evidence-based teaching practices.