Inquiry-based learning (IBL) is essential to Science Education since it improves students’ conceptual comprehension, higher-order thinking abilities, and interpersonal skills. Mobile technology (mIBL) promotes active learning, facilitates access to learning materials, and enhances IBL in terms of mobility and rapid feedback. This study assesses the 9th grade students’ awareness of 4Cs skills (Collaboration, Communication, Critical thinking and problem solving, and Creativity) after participating in mobile-technology-supported inquiry-based Teaching Learning Sequence (TLS). Additionally, the study investigates the qualities/characteristics students cite before and after the TLS in relation to these skills. The results of a questionnaire administered to students indicate that their awareness of these skills has increased as a result of the TLS. Specifically, the TLS seems to have a greater impact on Collaboration and Communication than on Critical thinking and problem solving, and Creativity. An additional qualitative investigation of students’ written answers to explanatory open-ended questions before and after the entire procedure found intriguing data confirming their shift in 4Cs awareness.

In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments.

This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeometric methods with cultural heritage to support identity exploration and inclusive pedagogy. The study explores how participating teachers evaluated the PD program, how it influenced their self-efficacy in applying inclusive, inquiry-based STEAM approaches, and how teacher trainers experienced its implementation across different national contexts. The study utilizes both qualitative and quantitative methods of data collection, comprising questionnaires and a focus group. Results show high teacher satisfaction and increased self-efficacy across four thematic areas: inquiry-based learning, science-heritage integration, cultural identity exploration, and use of multimodality for inclusion. Teacher trainers described the process as demanding but professionally enriching, emphasizing the role of interdisciplinary collaboration. These findings highlight the potential of well-supported, theoretically grounded PD programs to build capacity for inclusive STEAM education, while also revealing structural barriers that must be addressed for wider implementation.

The Technological Pedagogical Content Knowledge (TPACK) framework is widely used to conceptualize teacher knowledge as an interplay of content, pedagogy, and technology. Following recent research interests in examining TPACK as contextually situated knowledge, this study investigates how pre-service physics teachers (undergraduate students in a physics department) and in-service science teachers perceive the domains of TPACK and explores what these differences imply for university-based teacher education. A total of 48 pre-service physics undergraduates and 27 in-service teachers completed an adapted 21-item self-assessment questionnaire, which combined validated items with context-specific modifications. Data analysis included internal consistency reliability tests, independent samples t-tests, and correlation analysis. Results revealed that pre-service teachers reported higher self-assessed competencies, especially in integrative domains, although their knowledge structures appeared less coherent. In contrast, in-service teachers exhibited more coherent and integrated knowledge frameworks, possibly reflecting their accumulated professional experience, despite reporting lower self-confidence. These findings confirm the contextual and situated nature of TPACK, highlighting the divergence between perceived competence and structural coherence. The study contributes by proposing that university science education programs should not only promote theoretical understanding of TPACK but also deliberately embed technology-rich, practice-oriented experiences.

Οι διαδραστικές προσομοιώσεις ενσωματώνονται με ολοένα αυξανόμενο ρυθμό στην εκπαιδευτική διαδικασία, συμβάλλοντας ουσιαστικά στην ενίσχυση της επιστημονικής και πειραματικής σκέψης. Παρότι παρουσιάζουν καταγεγραμμένα πλεονεκτήματα, συνοδεύονται και από συγκεκριμένους περιορισμούς σε σύγκριση με την πραγματοποίηση εργαστηριακών πειραμάτων. Στην παρούσα εργασία εφαρμόζονται πρωτότυπες αρχές για σχεδιασμό τριών διαδραστικών προσομοιώσεων που αφορούν τα φαινόμενα της άνωσης, της ταλάντωσης εκκρεμούς και του φωτοηλεκτρικού φαινομένου. Κατά τον σχεδιασμό δόθηκε ιδιαίτερη έμφαση στη δυνατότητα των προσομοιώσεων να αμβλύνουν ορισμένα από τα μειονεκτήματα που τις διακρίνουν έναντι των παραδοσιακών εργαστηριακών δραστηριοτήτων, ενισχύοντας την διερεύνηση μέσα από την αξιοποίηση περισσότερων μεταβλητών και την προώθηση πειραματικών δεξιοτήτων μέσα από την εισαγωγή σφαλμάτων.